How to combine the Technology Multi Business Innovation concept with the CDIO framework - The MBMI Case Challenge Process Model

Many Universities and businesses have focus on change in the educational didactics approach to the engineering studies. This focus and change are supported by industries, as there is an increasing strong demand to change engineering student’s mindset to be able to also bridge technology to business models and business. The focus on supporting educational activities, linking engineering students mindset to a technological business model innovation mindset for the purpose to apply their engineering academic, theoretical knowledge to business modelling and business - and in this case the Multi Business Model Innovation (MBMI) approach – is simply based in the fact that technology innovation needs business models and vice versa. Technology need to complement and become embedded in business models. To facilitate this change and related activities, AU has over some years developed two new concepts - The AU Case Competition Network challenge [1] and The TBMI Challenge [2]. The paper reports on experiment at ‘CDIO Academy’ conference held at Aarhus University and in June/July 2019 where CGC research group carried out a 7-week TBMI Summer School TBMI Challenge. The challenge referred to in this paper focus mainly on the AU Case Competition Challenge based on The CDIO™ INITIATIVE [2]. The paper reflects on the results of an experiment with the aim to form a pedagogical and business model innovation frame for Case and TBMI challenge. The paper presents a framework model to facilitate engineering student teams’ and in extension interdisciplinary engineering teams in businesses. The paper reports on the working and learning progression in case challenge engineering workspaces, and try to answer the research question: “How to clarify the transition of shifts in the work process from start to the end of a case or TBMI challenge? The paper offers a preliminary model, which can be added to the MBMI-concept model [3], [4] focusing on facilitating engineering student and cross interdisciplinary engineering teams in businesses in engineering workspaces by clarifying work processes, progression and transition shifts.