Modelling continuing professional development in an innovative context

Being one step ahead of your competitors with incorporation of new knowledge in the products puts focus on the importance of human resources as a significant resource for industrial development. A major competitive parameter in knowledge society is engineering competence, especially in the industry subject to very fast innovation processes. Continuing professional development of engineering staff is therefore very important. A model for the continuing education process is described. The elements of the model and their interaction are discussed. Part of the modelling is based on interviews with development engineers from the very dynamic mobile communication industry. Some examples of CPD-programmes are described.

[1]  Ole Borch,et al.  Project Work in Networked Distance Education , 2000 .

[2]  F.K. Fink.  Integration of engineering practice into curriculum-25 years of experience with problem based learning , 1999, FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011.

[3]  Anette Kolmos,et al.  Implementing PBL and project organized curriculum: A cultural change , 2001 .

[4]  Tina Bering Keiding,et al.  Pædagogisk omstilling, læringsopfattelser og organisatoriske rammer , 1999 .

[5]  L. Mazet,et al.  Continuing professional development programs in university-industry co-operations , 1999, FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011.

[6]  Flemming Kobberøe Fink.  Understanding the Dynamics of Continuing Professional Development , 2001 .

[7]  Ole Borch,et al.  From Classroom Teaching to Remote Teaching , 2000 .