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  • 1.
    Adamsson, Niklas
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    The Product Developer: Education and Professional Role2007In: Proceedings of ICED 2007, the 16th International Conference on Engineering Design, 2007Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to present results from a study examining the relation between the educational background and professional roles with engineers engaged in product development. Derived from previous studies, the product development engineer ought to be a multifaceted engineer, knowledgeable and skilled in several fields. This engineer should work interdisciplinary, integrative and with the aim to be creative and innovative. By using a substantial data set consisting of 300 engineers in Swedish product development organizations, we derive some important research propositions. The data shows that there are correlations between organizational responsibilities and educational program, in particular regarding focus on design, system integration, project management and technical coordination. If we want to understand how the engineering education affects the professional role of an engineer; we believe that it is critical to further investigate the developed propositions. One example is mechanical engineers; the data shows that the studied mechanical engineers rarely work with design. Our proposition is therefore to investigate the identity and legitimacy of these programs to further clarify the professional role.

  • 2.
    Asplund, Fredrik
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics. KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics. KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    Reinforcing Learning in an Engineering Master’s Degree Program: The Relevance of Research Training2019In: International journal of engineering education, ISSN 0949-149X, Vol. 35, no 2, p. 598-616Article in journal (Refereed)
    Abstract [en]

    Master students at our institute were graduating without acceptable research proficiency. We intervened by shifting our research training from teaching-centred to student-centred, and from research-related subject content to research-related processes. We performed a mixed methods study aimed to confirm there was improved research proficiency without a negative trade-off for our students’ engineering skills. Results indicated improvements to research proficiency, which our students were able to transfer to engineering-related learning activities to increase their ability to achieve engineering synthesis. This outcome was potentially supported by our courses including several perspectives on scientific knowledge production. This implies that research training, rather than having a negative effect on engineering skills, can be helpful in learning diametrically opposing aspects of thinking required by current engineering. As engineering education evolves towards more cross-disciplinary cooperation, this implies the need to pursue the increased opportunities for students to learn about different perspectives on knowledge production.

  • 3.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    The Importance of Prototyping for Education in Product Innovation Engineering2011In: 3rd International Conference of Research into Desgin 11', 2011Conference paper (Refereed)
  • 4.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Klasén, Ida
    KTH, School of Education and Communication in Engineering Science (ECE), Lärande.
    Hanson, Mats
    KTH, School of Education and Communication in Engineering Science (ECE).
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Changing Mindsets, Improving Creativity and Innovation in Engineering Education2011In: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11 / [ed] Kovacevic, Ahmed, Ion, William, McMahon, Chris, Buck, Lyndon and Hogarth, Peter, 2011, p. 121-126Conference paper (Refereed)
    Abstract [en]

    Universities need to reconfigure and rethink existing engineering beliefs in order to keep promoting students that can target and capitalize on tomorrow’s opportunities. This put pressure on promoting the best possible Engineering Education, which means continuant upgrades and revisions to existing curricula’s and faculties’ pedagogical methods and processes. This paper summarizes the experiences and lessons learned from a nationwide initiative to rethink and redesign existing engineering programs towards more traceable innovative practices. The Swedish Product Innovation Engineering Program (PIEp) and the Royal Institute of Technology (KTH) in particular have a long tradition of successful exchanges involving research and education. PIEp is committed to a system change towards innovation and entrepreneurship in institutes of higher education and research. From PIEp an organized network of senior researchers, PhD students, lecturers and students is seen as the seed for this change. Activities are conducted in three areas; research in product innovation, education for product innovation and industrial collaboration for product innovation. Turning away from one-timer and mere embryonic attempts, PIEp visions a systems shift through long term dedication to influence higher engineering education curricula design. KTH is currently performing a revision of all engineering program to fit the European Bologna higher education restructuring process. Encompassing both undergraduate and master level studies, the integration of engineering syllabus imperatives strive to converge with the internationally recognized CDIO standards and the new Swedish national degree specifications. The paper aims to summarize the initiative provided between PIEp, KTH and Stanford to stimulate Swedish Engineering faculty to embrace methods and tools for integrating creativity and innovation. Ultimately, building on the long experiences of successful workshops held by PIEp and KTH the overall ambition is to establish a change in mindsets, and by so influencing key participants to directly leave endurable footprints onto their respective Swedish Engineering Education Program. The paper has a descriptive character blending ‘best-of-both-worlds’ concepts as it reveals how a nationwide initiative has set up a learning hub overseas together with Stanford University. Utilizing this source of entrepreneurial and inspiring environment the ambition is to equip Swedish faculty with experiences, success stories, lessons learned, personal opinions, to provoke and challenge existing program and curricula design. In summary, the full paper version entails the set-up, reflections and actions outline by Swedish university representatives to address implementation of more transferability between innovation characteristics in respective education programs.

  • 5.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Can agile methods enhance mechatronics design education?2013In: Mechatronics (Oxford), ISSN 0957-4158, E-ISSN 1873-4006, Vol. 23, no 8, p. 967-973Article in journal (Refereed)
    Abstract [en]

    This paper presents a study of the integration of agile methods into mechatronics design education, as performed at KTH Royal Institute of Technology. The chosen method, Scrum, and the context of the studied capstone course are presented. With the integration of Scrum into the capstone projects, an educational favorable alternative is identified, to previously used design methodologies such as more traditional stage-gate methods as the Waterfall or method or the V-model. This is due to the emphasis on early prototyping, quick feedback and incremental development. It still might not be the favorable method for use in large scale industrial development projects where formal procedures might still be preferred, but the pedagogical advantages in mechatronics education are valuable. Incremental development and rapid prototyping for example gives many opportunities for students to reflect and improve. The Scrum focus on self-organizing teams also provides a platform to practice project organization, by empowering students to take responsibility for the product development process. Among the results of this study, it is shown that it is possible and favorable to integrate Scrum in a mechatronics capstone course and that this can enhance student preparation for a future career as mechatronics designers or product developers. It is also shown that this prepares the students with a larger flexibility to handle the increased complexity in mechatronics product development and thereby enabling the project teams to deliver results faster, more reliable and with higher quality.

  • 6.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Can agile methods enhance mechatronics education?: Experiences from basing a capstone course on Scrum2012In: ASEE Annual Conference and Exposition, Conference Proceedings: 2012, 14p, 2012Conference paper (Refereed)
    Abstract [en]

    In 2011, an experiment was undertaken at KTH Royal Institute of Technology to introduce agile methods for product development into a mechatronics capstone course. This paper describes the method used, Scrum, and the context of the studied mechatronics capstone course. Mechatronics is here defined as "synergistic integration" of electronics, mechanical engineering, control and software engineering. Mechatronics product development, in this context, therefore deals with the development of complex and intelligent products, which implies multi-disciplinary work and the use of models etc. from several domains and areas. With the integration of Scrum into the mechatronics capstone course, an educational favorable alternative is identified, to previously used design methodologies such as more traditional stage-gate methods as the Waterfall or method or the V-model. This is due to the emphasis on early prototyping, quick feedback and incremental development. It still might not be the favorable method for use in large scale industrial development projects where formal procedures might still be preferred, but the pedagogical advantages in mechatronics education are valuable. Incremental development and rapid prototyping for example gives many opportunities to reflect and improve. The Scrum focus on self-organizing teams also provides a platform to practice project organization, by empowering students to take responsibility for the product development process. Among the results of this study, it is shown that it is possible and favorable to integrate Scrum in a mechatronics capstone course and that this can enhance student preparation for a future career as mechatronics product developers. It is also shown that this prepares the students with a larger flexibility to handle the increased complexity in mechatronics product development and thereby enabling the project teams to deliver results faster, more reliable and with higher quality.

  • 7.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Creating an international profile of a degree program in mechanical engineering2014In: ASEE Annual Conference and Exposition, Conference Proceedings, 2014Conference paper (Refereed)
    Abstract [en]

    At the Royal Institute of Technology in Stockholm, Sweden (KTH), Mechanical engineering has been taught since the middle of the 19th century. Today, the degree program in Mechanical Engineering is a five year program, based on a three years BSc program and a two year MSc program. The program enrolls about 160 students every year. Starting in 2012, an international profile of the program was established. Students of the degree program choose during the first year to apply to an international profile based on one of three languages: Spanish, German or French. Acceptance criteria include good performance during the first year and language skills from prior studies. If accepted, these students are following a modified curriculum for their second and third year of studies. For the second year, language courses spans the entire academic year and constitute 25% of the entire curriculum that year. The third year includes a mandatory exchange semester abroad, with engineering studies in the local language (Spanish, German or French). To facilitate for the exchange semester, KTH has made agreements with a number of partner universities. In particular, exchange semester curricula have been established at each key partner university, so that a prior agreement of the list of courses to be taken at each university is predetermined. This paper presents results from a first run of the program with the exchange semester. For the first year, a total 24 out of 160 students were accepted to the international profile. Considerably more students applied but did not qualify. Of these 24 students, 19 choose Spanish, three choose German and two choose French. These 24 students were divided between three Spanish universities, two German universities, one French university and one Swiss.

  • 8.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Elektrisk mätteknik: [Electrical measurement technology]1999In: Elektroteknik Del 1, Stockholm: KTH Royal Institute of Technology, 1999Chapter in book (Other academic)
  • 9.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Experiences from a Degree Program in Mechanical Engineering with an International Profile2015In: Proceedings of the Conference KTH Scholarship of Teaching and Learning, 2015Conference paper (Refereed)
  • 10.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Increasing student responsibility in design projects with agile methods2013In: 120th ASEE Annual Conference and Exposition, Conference Proceedings, 2013Conference paper (Refereed)
    Abstract [en]

    This paper attempts to investigate the potential of merging agile methods with student projects in higher engineering education. The context of this study consists of a number of capstone projects within two comparable courses in the subjects of mechatronics and embedded systems given at KTH Royal Institute of Technology, Stockholm, Sweden. In the capstone project described here, students work in teams of about 10 students, over a period of about nine months. Six capstone projects are studied; three of these were organized according to scrum [1] and three according to more formal methods. The six projects involved in total 54 students. The six capstone projects were divided into two groups, following two different courses. Students of both courses took a course in project management, either prior to the capstone course or in parallel. One of the two project management courses emphasized agile methods, the other more formal methods. The student teams who followed the project management course in agile methods were encouraged to organize their teams and projects according to scrum. At the core of scrum is the notion of empowering the team to organize the tasks independently together with the idea of quick prototyping for fast customer feedback. Formal methods, in context, rely more heavily on documentation, planning and preparation. The hypothesis for this study is that delegating the responsibility of project organization to the student team would motivate the students to take a greater responsibility for both the project and their own learning, and, that this would promote increased student learning by way of motivating student responsibility. Students of the three scrum-teams took a large responsibility for organizational aspects; more focus on organizational issues, larger responsibility for activities related to the course, and in aspects and actions related to achieving the learning goals of the course. In comparison between the two categories of projects, it can be seen that the scrum-teams showed more signs of taking responsibility for achieving learning goals than in the nonscrum- Teams. While the non-scrum-teams showed a great dedication toward finalizing project results, the scrum-teams also showed dedication toward performing activities with the purpose of reaching a learning goal not directly necessary for the project results. Even if the learning achievements are hard to measure, the anecdotal evidence of increased responsibility for the learning process shows signs of increased learning related to the course goals.

  • 11.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Internationalizing Mechanical Engineering2015Conference paper (Other academic)
  • 12.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Mutual learning experiences - mechatronics capstone course projects based on Scrum2015In: 2015 IEEE Conference on Computer Vision and Pattern Recognition(CVPR), Institute of Electrical and Electronics Engineers (IEEE), 2015Conference paper (Refereed)
  • 13.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Mutual learning experiences mechatronics capstone course projects based on Scrum2012In: ASEE Annual Conference and Exposition, Conference Proceedings, 2012Conference paper (Refereed)
  • 14.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Mätgivarteknik: [Sensor technology]1999In: Elektroteknik Del 1, Stockholm: KTH Royal Institute of Technology, 1999Chapter in book (Other academic)
  • 15.
    Edin Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Vad är Maskinkonstruktion och hur skall det undervisas?2004Report (Other academic)
  • 16.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Eshkabilov, Sulaymon
    Development and Introduction of Mechatronics program in the example of five Uzbek Universities2018In: Proceedings of the 2018 Mechatronics Forum, Glasgow, 2018Conference paper (Refereed)
  • 17.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Flening, Elias
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.).
    Many Mechatronics: A discursive model of Mechatronics' definitions2018In: Proceedings of the 2018 Mechatronics Forum, Glasgow, 2018Conference paper (Refereed)
  • 18.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Söderberg, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    Building program communities on many levels: group-, department-, school-, university-, national and international mechanical engineering program communities2018In: Proceedings of the Conference KTH Scholarship of Teaching and Learning, 2018Conference paper (Refereed)
  • 19.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Söderberg, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    Teaching Gender Equality, Diversity and Equal Treatment in a Mechanical Engineering Program2019In: Proceedings of the Conference KTH Scholarship of Teaching and Learning, 2019Conference paper (Refereed)
  • 20.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Törngren, MartinKTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    ACM SIGBED Review: Special Issue on Embedded and Cyber-Physical Systems Education2016Collection (editor) (Refereed)
  • 21.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Törngren, MartinKTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Proceedings of the Workshop on Embedded Systems Education, WESE2014, New Delhi, India2014Conference proceedings (editor) (Refereed)
  • 22.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Törngren, MartinKTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.). KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Embedded Control Systems. KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Proceedings of the Workshop on Embedded Systems Education, WESE2015, Amsterdam, Netherlands2015Conference proceedings (editor) (Refereed)
  • 23.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Törngren, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Embedded Control Systems.
    Towards a curricula for Cyber-Physical Systems2014In: Proceedings of the Workshop on Embedded Systems Education, WESE2014, New Delhi, India, ACM Digital Library, 2014Conference paper (Refereed)
    Abstract [en]

    Embedded and Cyber-Physical Systems education faces several challenges as well as opportunities as every-"thing" becomes connected, and as technology development accelerates. Initiatives such as CDIO, as well as several other academic and industry initiatives to create new CPS programs illustrate strong interests and awareness of these challenges. We provide an overview of foreseen educational needs, existing state of the art in education and an analysis of the subject of CPS with the purpose of understanding the implications for education. The investigation points to key issues in curriculum design regarding balancing depth and breadth, theory and practices, academic and industrial needs, and core technical skills with complementary skills. Curricula in CPS could, if the right balance is achieved, educate CPS engineers of the future that are "ready to engineer".

  • 24.
    Edin Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Törngren, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Gustafsson, Jonas
    Birk, Wolfgang
    Strategies and considerations in shaping cyber-physical systems education2016In: ACM SIGBED Review, ISSN 1551-3688, no 1, p. 53-60Article in journal (Refereed)
    Abstract [en]

    Embedded and Cyber-Physical Systems education faces several challenges as well as opportunities as every-“thing” becomes connected, and as technology development accelerates. Initiatives such as CDIO, as well as several other academic and industry initiatives to create new CPS programs illustrate strong interests and awareness of these challenges. We provide an overview of foreseen educational needs, existing state of the art in education and an analysis of the subject of CPS with the purpose of understanding the implications for education. The investigation points to key issues in curriculum design regarding balancing depth and breadth, theory and practices, academic and industrial needs, and core technical skills with complementary skills. Curricula in CPS could, if the right balance is achieved, educate CPS engineers of the future that are “ready to engineer”. We conclude by synthesizing high level guidelines in terms of strategies and considerations for CPS curriculum development.

  • 25.
    Flening, Elias
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.).
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics. KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    MANY MECHATRONICS: A discursive model of Mechatronics ’ definitions2018In: MECHATRONICS 2018 - Reinventing Mechatronics, 2018Conference paper (Refereed)
    Abstract [en]

    Labels are not a part of nature, but a part of language. So it is with the label Mechatronics, and it functions and evolves accordingly. In this paper we look at this edge-worn label and how different it is in its various contexts, with an aim to provide a meta-model for how actors in the field of mechatronics use, change and create new labels of mechatronics.

  • 26.
    Grimheden, Martin
    KTH, School of Engineering Sciences (SCI), Mechanics.
    Can agile methods enhance mechatronics education?: Experiences from basing a capstone course on Scrum2012In: ASEE Annual Conference and Exposition, Conference Proceedings, American Society for Engineering Education , 2012Conference paper (Refereed)
    Abstract [en]

    In 2011, an experiment was undertaken at KTH Royal Institute of Technology to introduce agile methods for product development into a mechatronics capstone course. This paper describes the method used, Scrum, and the context of the studied mechatronics capstone course. Mechatronics is here defined as "synergistic integration" of electronics, mechanical engineering, control and software engineering. Mechatronics product development, in this context, therefore deals with the development of complex and intelligent products, which implies multi-disciplinary work and the use of models etc. from several domains and areas. With the integration of Scrum into the mechatronics capstone course, an educational favorable alternative is identified, to previously used design methodologies such as more traditional stage-gate methods as the Waterfall or method or the V-model. This is due to the emphasis on early prototyping, quick feedback and incremental development. It still might not be the favorable method for use in large scale industrial development projects where formal procedures might still be preferred, but the pedagogical advantages in mechatronics education are valuable. Incremental development and rapid prototyping for example gives many opportunities to reflect and improve. The Scrum focus on self-organizing teams also provides a platform to practice project organization, by empowering students to take responsibility for the product development process. Among the results of this study, it is shown that it is possible and favorable to integrate Scrum in a mechatronics capstone course and that this can enhance student preparation for a future career as mechatronics product developers. It is also shown that this prepares the students with a larger flexibility to handle the increased complexity in mechatronics product development and thereby enabling the project teams to deliver results faster, more reliable and with higher quality. 

  • 27.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Education for product innovation - A "good practices" report2009In: ASEE Annual Conference and Exposition, Conference Proceedings, American Society for Engineering Education , 2009Conference paper (Refereed)
    Abstract [en]

    This paper presents results from a study of good examples of education for product innovation. A selection of exemplifying courses, modules, exercises and projects are presented. The selection is made to show examples of good practices which could easily be integrated into existing courses and programs. The Product Innovation Engineering program, PIEp, is the initiator of the study and the overall aim is to produce a state of the art report to be used in future course and program design in product innovation, within the Swedish PIEp network. In the study, three subject areas have been in focus: creativity, innovation and entrepreneurship. These focus areas have been applied primarily on higher engineering education and on programs of product development, engineering design and mechanical engineering. The study summarizes current status of research on education in creativity, creativity training and education in product innovation in general. 

  • 28.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Experiences from new Bachelor's degree projects in mechatronics2006In: Proceedings of the 7th Workshop on Research and Education Mechatronics, 2006Conference paper (Refereed)
  • 29.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    From Capstone Courses to Cornerstone Projects: Transferring Experiences from Design Engineering Final Year Students to First Year Students2007In: Proceedings of the 114th Annual ASEE Conference and Exposition, Honolulu, USA, 2007Conference paper (Refereed)
    Abstract [en]

    At KTH, the Royal Institute of Technology in Stockholm, Sweden, large capstone courses have been the base of higher engineering programs in product development during the last 20 years. The capstone courses has since the establishment been expanded to cover the most part of the students' final year and also constitutes the main competitive mean of attracting new students to the area of engineering design. This paper presents results from an attempt to introduce a similar concept into the students' first year of studies, in the form of cornerstone projects. The intention was to build on the extensive experience from the many capstone courses and projects, and to bridge the gap between the first year and the final year, with the purpose of giving a perspective and a broad overview of the entire curriculum and the following courses. In conclusion, a number of mechanisms are presented for the exchange of experiences and knowledge between the students of the first and final years of studies. This has proved to be highly advantageous for especially the first year students to get a better understanding of the final years of their education and their future professional roles as design engineers.

  • 30.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Integrating research and education in engineering design programs2016In: ASEE Annual Conference and Exposition, Conference Proceedings, American Society for Engineering Education , 2016Conference paper (Refereed)
    Abstract [en]

    This paper addresses some of the challenges related to integrating academic and professional skills in European higher engineering programs in light of the relatively recent conversion to the three cycle system. The study has been performed in a Mechanical Engineering program at KTH, in Stockholm, Sweden, where one of the main issues has been the addition of new learning goals relating to scientific methods and research. The author presents three models for how research and scientific methods can be integrated with engineering work in a thesis project context. We show that it is indeed possible to perform the integration synergistically, providing the various sets of requirements are clearly communicated particularly to any industrial representatives.

  • 31.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    International Collaboration in Mechatronics Education2004In: Proceedings of the 5th International Workshop on Research and Education in Mechatronics, 2004Conference paper (Refereed)
  • 32.
    Grimheden, Martin
    KTH, Superseded Departments, Machine Design.
    Learning Mechatronics: In Collaborative, Experimental and International settings2002Licentiate thesis, comprehensive summary (Other scientific)
    Abstract [en]

    The academic subject of mechatronics has been definedpreviously in numerous publications. This study aims atanalyzing mechatronics by using categories developed within theeducational science of Didactics. The result of the analysis,that relies on data from mechatronics education at KTH andother universities, shows that the identity of mechatronics canbe described as thematic, and the legitimacy as functional,which gives implications for the questions of communication andselection: what should be taught, and how. This is combinedwith a study of the evolution of the subject of mechatronics,where it is possible to see the gradually changing identity,from a combination of a number of disciplinary subjects to onethematic subject.

    The first part of the thesis concludes that mechatronics isautonomous, thematic and functional. Teaching and learningmechatronics according to the identity and legitimacy of thesubject benefits from collaborative, experimental andinternational settings. The functional legitimacy todayrequires the collaborative and the international setting,meaning that the mechatronics employer requires these skillswhen employing a mechatronic engineer. Further, an exemplifyingselection requires the experimental setting, in particular whencomparing a representative selection with the reproduction ofknowledge, and an exemplifying selection with the creation ofknowledge.

    To conclude, there are a number of important aspects to takeinto account when teaching and learning mechatronics. Three ofthese aspects, collaborative, experimental and internationalare suggested as important, and also a direct consequence ofthe identity of mechatronics. This thesis shows that thesethree aspects are indeed possible to integrate intomechatronics education, which will benefit greatly fromthis.

  • 33.
    Grimheden, Martin
    KTH, Superseded Departments, Machine Design.
    Maskinkonstruktion: Sociala konstruktioner av ingenjörers maskiner2004Report (Other academic)
  • 34.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Mechatronics Engineering Curriculum Design2007In: The Mechatronics Handbook / [ed] Bishop, Robert H., Taylor & Francis, 2007, 2Chapter in book (Refereed)
  • 35.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics. KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    Mechatronics engineering curriculum design2017In: Mechatronic Systems, Sensors, and Actuators: Fundamentals and Modeling, CRC Press , 2017Chapter in book (Other academic)
    Abstract [en]

    Several attempts have been made to establish a common mechatronics curriculum since the emergence of the subject. Conferences are dedicated to the task of identifying prerequisites, mandatory basic courses, and educational methods appropriate for the subject. In this chapter, we attempt to describe the subject of mechatronics according to a set of questions, or dimensions, which has been established primarily in Swedish institutes of higher education as the “Didactical Analysis.” The results of this analysis can be used as guidelines for curriculum design and educational methods, which in the case of mechatronics, points toward a curriculum based on the synergistic use of previously acquired knowledge. 

  • 36.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    Mechatronics Engineering Education2006Doctoral thesis, comprehensive summary (Other scientific)
    Abstract [en]

    Since its emergence in the late 1960s, mechatronics has become well-established as an academic subject, and is now researched and taught at a large number of universities worldwide. The most widely-used definition of the subject today is centered on the synergistic integration of mechanical engineering, electronics, and intelligent computer control.

    The aim of this thesis is to work between the disciplines of engineering education and mechatronics to address both the question of the identity of the subject of mechatronics and the ways in which this identity can be reflected in the practice of mechatronics education.

    Empirical data from the literature is supplemented with further data from four case studies with approaches varying from exploratory case studies and ethnographic in-depth studies to explanatory studies with an action research based approach.

    The process and results of the investigation can be divided into three aspects. Firstly, analysis of the subject of mechatronics shows that its identity is thematic and its legitimacy is functional, implying that the selection and communication of the subject ought to be exemplifying and interactive respectively. Secondly, and following this analysis, the concept of international collaboration is used as the implementation for the first two case studies. The results of these studies show a relationship between collaborative projects and enhanced disciplinary learning and skills, increased awareness of cultural differences, and improved motivation. Another potential implementation, experimental learning, is then tested in two action research based studies focusing on fast prototyping and individual access to laboratory equipment.

    Mechatronics is a special subject, not easily understood or taught. To be mechatronic is to be synergistic, and to be synergistic generally demands expertise in all underlying subjects. The conclusion of this thesis is that this requires a non-traditional education where the focus is on training rather than studying, coaching rather than teaching, experimenting rather than reading, working together rather than apart, and being mechatronic rather than studying mechatronics.

  • 37.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    PIEp EDU: Education for Product Innovation2009In: Proceedings of the 17th International Conference on Engineering Design (ICED'09), Vol. 10 / [ed] Norell Bergendahl, M.; Grimheden, M.; Leifer, L.; Skogstad, P.; Lindemann, U., D. Reidel Publishing Group, 2009, p. 149-160Conference paper (Refereed)
    Abstract [en]

    This paper presents results from the first two years of a large attempt at changing Swedish higher education - a system change toward synthesis, creativity, product innovation and entrepreneurship. The Product Innovation Engineering program is a ten-year governmentally funded research- and development program with an educational change program - PIEp Education. Activities are organized for three focus groups: students, doctoral students and teachers of higher education in Sweden. Activities for students include an annual thesis competition, summer schools, thesis projects and international mobility programs. A research school gathers around 25 PhD students and offers a national complement to existing university research education programs. A teachers' network gathers around 50 university teachers in Sweden to workshops in creativity, course development and exchange of experiences. Among the results presented in this paper are examples of new courses, programs and local activities showing how the Product Innovation Engineering-thinking have been embraced among the members of PIEp and are beginning to show results in terms of new products, companies and businesses.

  • 38.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Preparing Swedish Mechatronics Engineering Students for a Global Industry2007In: Proceedings of the 114th Annual ASEE Conference and Exposition, Honolulu, USA, 2007Conference paper (Refereed)
    Abstract [en]

    The subject of mechatronics is defined to be cross-disciplinary, based on the concept of synergy and synergistic use of knowledge and skills in underlying subjects. To master the subject means, according to the analysis in this article, to be skilled in applying the subject rather than having vast knowledge. The mechatronics engineers therefore tend to work as an integrator, as project coordinator or project manager. Mechatronics engineers also tend to work with applications, with systems rather than components and with synthesis and design rather than analysis. In the perspective of globalization the skills required of the mechatronics engineer has to be valid on an international market, and "international skills" ought to be included in the curriculum. This article presents experiences from different modes of integration of international skills into capstone courses and curriculum in mechatronics at KTH, the Royal Institute of Technology in Stockholm, Sweden. In conclusion, international collaboration in the settings described can provide experiences of working in a global setting in order to prepare students for future work in a multinational company. International collaboration is also more directly related to the special identity of the subject of mechatronics, and the experience of working with global, diverse teams is valuable preparation for a future career in a global market.

  • 39.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Product Innovation Engineering Program: Training Students in Entrepreneurial Thinking2007In: Proceedings of the 114th Annual ASEE Conference and Exposition, Honolulu, USA, 2007Conference paper (Refereed)
    Abstract [en]

    When measuring innovation in Europe, Sweden is in the top end concerning resources put into research; almost in the top concerning education, but behind concerning innovation. KTH, the largest technical university in Sweden, has set out on a path to create a systematic change affecting engineering education toward innovation engineering and entrepreneurial thinking in general. This article presents the overall idea together with examples of educational activities with a particular focus on a new course aimed at finding, selecting and developing innovative student ideas and motivating these students to start developing their ideas into new businesses.

  • 40.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    The product Innovation Engineering program and international collaboration2009In: ASEE Annual Conference and Exposition, Conference Proceedings, American Society for Engineering Education , 2009Conference paper (Refereed)
    Abstract [en]

    This article summarizes efforts undertaken within the Swedish Product Innovation Engineering program (PIEp), in the area of education for product innovation. A key aspect of the program is to create a systematic change in higher engineering education in product development, to move toward a focus on innovative product development, where entrepreneurship thrives and student ideas are brought to reality. Examples include the introduction of new undergraduate and graduate courses in innovation engineering, close integration between project courses offered at PIEp partner universities, joint research projects, and workshops that allow entrepreneurs and companies to better utilize student ideas and projects. During the first years of PIEp, in the build-up phase, a large effort has been placed on creating an international network of 'innovation friends'. The founders strongly believe that the 'wheel should not be invented again - rather that there is an obligation to search for, find, and gather all relevant actors within this field, on a global arena. Within the rather limited network of partners and friends established this far, several common interest areas have been explored, including activities such as university-spanning workshops and collaborative projects.

  • 41.
    Grimheden, Martin
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    The product innovation engineering program: Promoting creativity, synthesis and international collaboration2010In: Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference 2009, DETC2009, NEW YORK: AMER SOC MECHANICAL ENGINEERS , 2010, p. 593-598Conference paper (Refereed)
    Abstract [en]

    The Product Innovation Engineering Program, PIEp, is a large, national research and development program aimed at performing a system change of innovation capabilities within Swedish industry and higher education. PIEp is a network of students, researchers and product developers and relies heavily on collaboration with international renowned networks, advisors and universities. This paper aims at introducing PIEp and the fields of PIEp active in engineering education on an international arena. The ambition is to strengthen existing networks and find new partners. One of the ambitions of this paper is further to promote the program with the purpose of finding future collaborative projects, within the context of product innovation engineering education. Also, current activities and results from the first years of operation are presented.

  • 42.
    Grimheden, Martin
    et al.
    KTH, Superseded Departments, Machine Design.
    Andersson, Sören
    KTH, Superseded Departments, Machine Design.
    Design as a social activity and students' concept of design2004In: Proceedings of the International Engineering and Product Design Education Conference, Delft, The Netherlands, 2004Conference paper (Refereed)
  • 43.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Creating a better world by international collaboration in product innovation engineering - The piep way2009In: DS 59: Proceedings of E and PDE 2009, the 11th Engineering and Product Design Education Conference - Creating a Better World, 2009, p. 38-42Conference paper (Refereed)
    Abstract [en]

    This article summarizes efforts undertaken within the Swedish Product Innovation Engineering program (PIEp), in the area of education for product innovation. A key aspect of the program is to create a systematic change in higher engineering education in product development, to move toward a focus on innovative product development, where entrepreneurship thrives and student ideas are brought to reality. Examples include the introduction of new undergraduate and graduate courses in innovation engineering, close integration between project courses offered at PIEp partner universities, joint research projects, and workshops that allow entrepreneurs and companies to better utilize student ideas and projects. During the first years of PIEp, in the build-up phase, a large effort has been placed on creating an international network of'innovation friends'. We strongly believe that there is no need to invent the wheel again - rather we have an obligation to search for, find and gather all relevant actors within this field, on the global arena. Within the rather limited network of partners and friends we have established this far, we have explored several common interest areas, including activities such as university-spanning workshops and collaborative projects.

  • 44.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Flening, Elias
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    50 years of Mechatronics - what is next2019In: PROCEEDINGS OF THE 2019 20TH INTERNATIONAL CONFERENCE ON RESEARCH AND EDUCATION IN MECHATRONICS (REM 2019) / [ed] Hehenberger, P, IEEE , 2019Conference paper (Refereed)
    Abstract [en]

    This paper discusses the character of teaching mechatronics and the mechatronics engineer, ground in a case study of an industrial mechatronic systems development project. The paper gives an overview of the development of the subject during the first 50 years of Mechatronics. Based on the results of the presented case study, the paper concludes with a discussion regarding future research directions for investigating the evolution of the subject, with industrial and academic implications.

  • 45.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Hanson, Mats
    KTH, Superseded Departments, Machine Design.
    A modular approach to experimental learning and fast prototype design of mechatronic systems: Introducing the mechatronic learning concept2003In: Proceedings of The International Conference on Engineering Design, ICED03, Stockholm, Sweden, 2003Conference paper (Refereed)
  • 46.
    Grimheden, Martin
    et al.
    KTH, Superseded Departments, Machine Design.
    Hanson, Mats
    KTH, Superseded Departments, Machine Design.
    Collaborative Learning in Mechatronics with Globally Distributed Teams2003In: International journal of engineering education, ISSN 0949-149X, Vol. 19, no 4, p. 569-574Article in journal (Refereed)
    Abstract [en]

    The subject of mechatronics has been taught at the Mechatronics Lab, Royal Institute Of Technology (KTH) since 1984. The educational model is based on the four didactical questions: the questions of identity, legitimacy, selection and communication; and as a result there are strong intentions of communicating the subject of mechatronics in an interactive fashion, with an exemplifying selection. Due to the emerging issue of globalisation an attempt has been made to internationalise the education in mechatronics, and this article aims at investigating the possibilities of expanding the questions of selection and communication to also enrol the added aspects of international collaborative learning in mechatronics. Among the conclusions are, besides enhanced motivation for the students, signs of improved disciplinary learning, improved communicational skills and an education which better prepares students for future careers and work in a global area.

  • 47.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Hanson, Mats
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    How might Education in Mechatronics benefit from Problem Based Learning?2003In: Proceedings of the 4th Workshop on Research and Education in Mechatronics, Bochum, Germany, 2003Conference paper (Refereed)
  • 48.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Hanson, Mats
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Machine Design (Div.).
    Mechatronics: the Evolution of an Academic Discipline in Engineering Education2005In: Mechatronics (Oxford), ISSN 0957-4158, E-ISSN 1873-4006, Vol. 15, no 2, p. 179-192Article in journal (Refereed)
    Abstract [en]

     In a didactic approach to mechatronics, the academic subject can be defined according to four dimensions: identity, legitimacy, selection and communication. A result of defining the legitimacy of mechatronics as functional is that the ultimate identity can be viewed as thematic. Following this, a model is proposed to describe the evolution of mechatronics, from a disciplinary identity towards a thematic. The move from a disciplinary identity to a thematic is divided into six stages, each represented by a characteristic view and academic practice of the subject. To further illustrate this evolutional process examples from various universities in northern Europe are given. The universities analysed for this purpose presents examples for stages 3-5 in the model; stages represented by a change in courses (stage 3), a change in curricula (stage 4) and by a change in organization (stage 5).

  • 49.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Hanson, Mats
    KTH, Superseded Departments, Machine Design.
    Providing a framework for prototype design of Mechatronic systems: A field study of an international collaborative educational project using the Mechatronic Learning Concept2002In: Proceedings of the 3rd European Workshop on Education in Mechatronics, Copenhagen, Denmark, 2002Conference paper (Refereed)
  • 50.
    Grimheden, Martin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Hanson, Mats
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Teaching Fast Prototype Design of Mechatronic Systems: From idea to prototype in 24 hours2005In: Proceedings of the 6th International Workshop on Research and Education in Mechatronics, Annecy, France, 2005Conference paper (Refereed)
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