Whole-Institution Approach to Transform Industrial Engineering Studies at ETSEIB-UPC

Practice Paper Recommended citation: Mas de les Valls, E., Canals Casals, L., Doria-Cerezo, A., Ferrer-Martí, L., & Fossas, E. (2025). Whole-Institution Approach to Transform Industrial Engineering Studies at ETSEIB-UPC. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17631531. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. WHOLE-INSTITUTION APPROACH TO TRANSFORM INDUSTRIAL ENGINEERING STUDIES AT ETSEIB-UPC E. Mas de les Valls a,1, L. Canals Casals b, A. Doria-Cerezo c, L. Ferrer-Martí d, E. Fossas e a Universitat Politècnica de Catalunya, Barcelona, Spain, 000-0003-0134-0325 b Universitat Politècnica de Catalunya, Barcelona, Spain, 0000-0002-4791-9917 c Universitat Politècnica de Catalunya, Barcelona, Spain, 0000-0001-9352-066X d Universitat Politècnica de Catalunya, Barcelona, Spain, 0000-0003-0606-3523 e Universitat Politècnica de Catalunya, Barcelona, Spain, 0000-0002-3589-6092 Conference Key Areas: Curriculum development and emerging curriculum models in engineering, Sustainability and society in engineering Keywords: Pedagogical innovation, active learning, institutional change, outreach, diversity in STEM. ABSTRACT Industrial engineering education in Spain has traditionally been characterized by rigorous academic challenges and a highly structured curriculum, often reinforcing outdated perceptions of engineers as technically skilled but socially detached individuals. However, contemporary engineering practice demands a more holistic approach, integrating technical, economic, environmental, and social considerations. This paper presents LESIE (Live, Experience, and Share Industrial Engineering), an educational innovation project at the engineering school Escola Tècnica Superior d’Enginyeria Industrial de Barcelona (ETSEIB), Universitat Politècnica de Catalunya · BarcelonaTech. LESIE, launched in September 2024, aims to modernize industrial engineering education by embedding real-world societal challenges into curricula, enhancing master’s degree specializations through active learning methodologies, and addressing gender and socioeconomic disparities in student enrolment. The project follows a whole-institution approach, leveraging top-down support while fostering a community of practice among more than 30 faculty members. Key initiatives include integrating case studies on global energy and water challenges into 1 Corresponding Author E. Mas de les Valls [email protected] multiple courses, restructuring master’s degree specializations to emphasize experiential and project-based learning, and implementing targeted outreach programs to attract underrepresented students. Preliminary results highlight increased faculty engagement, successful pilot implementations, and a growing institutional commitment to pedagogical transformation. LESIE’s structured yet flexible framework offers a replicable model for other engineering institutions seeking to modernize their educational strategies. By demonstrating the effectiveness of an institution-wide approach, this study contributes to the broader discourse on engineering education reform, advocating for scalable and sustainable innovation. 1 INTRODUCTION Industrial engineering studies in Spain are among the most traditional and highly demanded engineering disciplines. It is worth to remark that “industrial engineering” in Spain means engineering in a broad sense including mechanical, electrical, chemical, materials and industrial engineering. These studies are often associated with rigorous academic challenges, requiring students to overcome significant technical difficulties. Furthermore, industrial engineering students are commonly perceived as individuals who prefer working independently, possess strong technical competencies, and exhibit introverted and objective-oriented characteristics (Verdin et al., 2018; CalvoIglesias et al., 2022). This perception contributes, at least in part, to the low proportion of women pursuing engineering degrees, with female students currently representing only 27.3% of undergraduate engineering enrolments in Spain (Científicas en Cifras, 2025). However, this traditional and reductionist view of engineering is becoming outdated (Berge & Silfver & Danielsson, 2019). Nowadays, engineering solutions must be developed from a holistic perspective, considering not only technical and economic factors but also environmental and social impacts. The urgent need to transform engineering education—particularly industrial engineering, given its traditionally rigid structure—is becoming ever more apparent. This transformation must be reflected not only at the level of individual courses but also at the institutional level (D’Andrea & Gosling, 2005; Weiss, Barth, & von Wehrden, 2021). Achieving meaningful change requires not just curricular reform but also vertical (across academic years) and horizontal (across courses within the same level) coordination, along with a shared pedagogical framework among faculty members. This paper presents an educational innovation project currently being implemented at the Escola Tècnica Superior d’Enginyeria Industrial de Barcelona (ETSEIB), part of the Universitat Politècnica de Catalunya · BarcelonaTech (UPC). The initiative aims to transform both undergraduate and master’s degree programs in industrial engineering, which together enrol more than 2,500 students. The project, LESIE (Live, Experience, and Share Industrial Engineering), was launched in September 2024 and will run until December 2026. Over this period, the initiative seeks to: (1) Raise awareness among students about the societal impact of engineering by integrating case studies that demonstrate how engineering addresses global challenges, such as energy and water accessibility. These cases will be embedded in multiple courses throughout undergraduate and master’s programs, allowing students to explore them in depth and connect their learning to real-world issues. (2) Enhance the learning experience in master’s degree specializations by implementing active learning methodologies and designing tailored instructional models for each branch of industrial engineering. (3) Challenge stereotypes and misconceptions about industrial engineering by making visible the ongoing transformations in the field and their relevance to contemporary societal needs. (4) Identify and disseminate best practices within the institution and the broader academic community to foster knowledge sharing and widespread adoption of effective teaching strategies. To achieve this transformation, the project follows a whole-institution approach, leveraging the hierarchical structure of the institution to drive educational innovation. This structured approach is complemented by the expertise, insights, and pedagogical autonomy of faculty members. A large number of educators—more than 30—are actively participating in LESIE, forming a community of practice dedicated to advancing industrial engineering education. Faculty members are provided with teaching workload reductions to support the time and effort required for the new teaching model, and 39 students will receive learning fellowships to contribute to the project. Despite the effectiveness of whole-institution approaches in driving large-scale educational change, such strategies remain underreported in the literature. Too often, educational reforms depend on a few pioneering educators, which limits the scalability of innovation (D’Andrea & Gosling, 2005; Weiss, Barth, & von Wehrden, 2021). This study contributes to the academic community—especially within engineering education—by documenting a replicable institutional model that accelerates the necessary transformations in response to an evolving educational landscape. 2 CONTEXT AND PRACTICAL WORK 2.1 The higher education context The ETSEIB is an engineering school founded in 1851 that currently offers two undergraduate programs and twelve master's degrees. The Bachelor's Degree in Industrial Technologies Engineering (GETI) and the Master's Degree in Industrial Engineering (MUEI) are the flagship programs of ETSEIB. For the 2024-25 academic year, according to publicly available data from the UPC website, nearly 2,000 students are enrolled in the GETI program, 74% of whom are men, while the MUEI program has close to 800 students, 66% of whom are men. Notably, 68% of GETI students come from private high schools, underscoring the predominantly high socioeconomic background of the student body. This initial insight into the student profile already highlights the pressing need for change to attract a more diverse student body. Due to the large-scale enrolment, particularly in GETI, there is a persistent reluctance to shift away from a teacher-centred educational approach and adopt more innovative teaching methodologies. Although an increasing number of professors are integrating active learning methods in the classroom, informal interviews with students suggest that teaching at ETSEIB remains largely traditional, relying on lecture-based and impersonal instruction. As a possible consequence, a number of private academies specializing in university reinforcement have emerged, pulling enrolled students out of classrooms to provide more personalized instruction aimed at passing final exams (Mas de les Valls et. al, 2024). In 2024, the MUEI master's program underwent a revalidation process, leading to significant changes in its curriculum, including the restructuring of existing courses and the introduction of new ones. This revised curriculum will be implemented starting in September 2025. The LESIE project is leveraging this transition as an opportunity to drive pedagogical transformation not only at the master's level but also in the undergraduate program. LESIE is funded through a UPC educational transformation grant for departments and/or schools within the university. This funding supports, among others, two key aspects that are essential for maximizing the project's impact on the teaching community involvement: (1) recognition of faculty dedication, with a reduction in teaching hours to compensate for their involvement in the project, and (2) the appointment of an associate school director to effectively coordinate LESIE. These two funding supports represent a formal acknowledgment of the efforts toward educational reform—an aspect that has long been advocated for within the UPC teaching staff. 2.2 Theoretical background LESIE is grounded in two main theoretical models. The first emphasizes a holistic approach to engineering, integrating its environmental and societal impacts. The second focuses on the educator’s role in enhancing learning and fostering student achievement. Engineering Education and Societal Impact Engineers play a vital role in advancing the Sustainable Development Goals (SDGs). Achieving these goals requires a systems thinking approach in engineering education, which promotes a deep understanding of complex, interconnected societal and technical challenges (Meadows, 2008; York et al., 2019). This perspective has the potential to transform engineering practice and must, therefore, be embedded in engineering curricula (De los Rios & Charnley, 2017). A systems thinking approach can be complemented by the Engineering for Social Justice Framework (Riley, 2008), which encourages engineers to critically reflect on the societal and environmental consequences of their designs. Aligning engineering education with social justice has been shown to increase enrolment among underrepresented groups and reduce persistent gender, class, and ethnicity gaps by demonstrating how engineering knowledge can be leveraged to serve underserved communities and address social inequalities (Leydens & Lucena, 2017). The Role of Educators in Learning Enhancement According to Constructive Alignment Theory (Biggs, 2003), educators enhance student’s achievements by designing learning experiences that align curriculum objectives, teaching methodologies, and assessment strategies. Among various instructional approaches, active learning has been proven to improve student performance (Freeman et al., 2014) and narrow achievement gaps for underrepresented students (Theobald et al., 2020). However, active learning alone is not sufficient to maximize student learning. The Transformational Teaching Theory (Slavich & Zimbardo, 2012) advocates for a combination of methods, including student-centred learning, collaborative learning, experiential learning, and problem-based learning, to foster academic success and personal growth. Furthermore, these approaches must be reinforced through enhanced feedback and formative assessment, which play a crucial role in guiding student learning and improving outcomes (McCarthy & Neville & Pope, 2025; Hattie & Timperley, 2007). Historically, improvements in teaching have often relied on trial and error, selfreflection, and observation. However, when an educator adopts the approach of a scholarly teacher by integrating critically reflective practice, evidence-based teaching, and theory-guided instruction into an educator’s approach, it leads to more effective teaching, ultimately maximizing student learning outcomes (Potter & Kustra, 2011). 2.3 Methodology As mentioned above, a whole-institution approach (D’Andrea & Gosling, 2005), also referred to as a collaborative paradigm change (Weiss, Barth & von Wehrden, 2021), is being implemented. With strong support from top management, this approach facilitates a formal collaborative process involving a significant number of faculty members and students. The top-management team coordinates three main work packages: (WP1) Engineering education and societal impact, (WP2) Enhanced learning experience in master’s degree specializations, and (WP3) Outreach and STEM vocations. The LESIE coordination team defines the case studies for WP1 and the research protocol for WP2. However, each educator responsible for implementing the proposed transformation in their course has full autonomy to choose their methodology, as long as active learning strategies and critical thinking are ensured. Following the scholarly teaching model described above, educators are encouraged to reflect on their practices and gather evidence. The project also seeks to drive change while preserving ETSEIB’s core values: rigor and effort. To foster a strong community of practice within ETSEIB, LESIE also includes the organization of annual teaching conferences, where project progress is reviewed, and key aspects of LESIE impacting the academic community are discussed. To assess the impact of LESIE and monitor its progress, key performance indicators have been established. These include, among others: The number of case studies designed and the number of courses integrating them (WP1), the number of pilot projects carried out and the number of master’s specializations that have undergone significant transformation (WP2), and the number of outreach activities conducted with secondary schools and the number of collaborations with other universities (WP3). 3 RESULTS AND INSIGHTS The LESIE project has established a community of practice among its participants. However, this community extends beyond the LESIE project itself. One clear indication of this is the high level of engagement in the March 2025 Teaching Conference, which registered 135 participants—28% students, 21% administrative and laboratory staff, and the rest faculty members. Notably, 19% of ETSEIB faculty took part in the event. Below, we briefly summarize the results achieved in these first months of LESIE and outline the upcoming activities. 3.1 Engineering Education and Societal Impact (WP1) Within the few months since LESIE project started, significant progress has been made in integrating global water and energy challenges into education at ETSEIB. Real-world examples of international cooperation projects based on human rights to water and energy are being used to foster a systems thinking approach to engineering. Case studies derived from these projects are being developed to be integrated into multiple courses, emphasizing their societal impact within a social justice framework. A survey among students and teachers revealed that while up to 40 courses across degrees and master's programs are feasible candidates for incorporating these topics, only three have actively done so. To bridge this gap and to reach the goal of having at least 20 courses involved, a four-hour length training course for ETSEIB teachers is being designed to be held in May, 2025. Within the course, eight real international cooperation projects will be presented to represent the global North and South realities: The cases of energy poverty in Barcelona and water scarcity in Catalonia represent the global North (EmpowerMed, 2023), while energy harvesting and distribution projects in Bolivia and Perú (EnginyeriaSenseFronteres, n.d.), and drinking water pumping, rainwater collection, and water distribution in Mozambique, Paraguay, and El Salvador from the NGO engineering without borders (https://esfcat.org/) are related to the global South realities. In fact, a pilot project on energy distribution optimization for the Bolivian case has already been successfully conducted in the Quantitative Optimization Methods subject, receiving positive feedback from the students (Juanpera et al. 2025). Additionally, an interactive Genially® presentation is under construction to engage students and faculty members in these international cooperation projects and their integration into curricula. Looking ahead, 10 final theses are planned by the project's end, with three currently in progress: one addressing water scarcity management in Catalonia and two focused on energy harvesting and distribution in Africa. 3.2 Enhanced learning experience in master’s degree specializations (WP2) Seven of the twelve specializations in the Master’s in Industrial Engineering program (MUEI) have chosen to participate in the LESIE project, an achievement in itself. The methodological changes being implemented vary widely across specializations. In one specialization, the current eight courses will be consolidated into three broader courses, creating a more integrated and natural learning experience. Additionally, laboratory practice hours will be increased, a strategy also adopted by other specializations to enhance experiential learning. Project-based learning and field visits will also be incorporated, fostering a transformational teaching approach. Some specializations are introducing challenge-based learning, sometimes involving industry partners or structured as student competitions. Others are integrating advanced Building Information Modelling (BIM) tools into their curriculum. One specialization is exploring the possibility of dual education, where part of the learning objectives would be achieved within companies, under university supervision and evaluation. A common initiative across all specializations is the integration of data science. To support this, LESIE has organized a faculty training course at ETSEIB. The high number of enrolments has led to the scheduling of a second edition of the course. As previously mentioned, the LESIE project acknowledges the faculty’s efforts by reducing their teaching load. However, in 30% of cases, it has been challenging to find qualified replacements, highlighting the need for a thorough analysis of faculty staffing and contract conditions. Beyond faculty recognition, 39 learning scholarships have been offered, all of which have been awarded, demonstrating strong student interest in collaborating with LESIE. Two pilot projects are currently underway, with at least six more planned for the next academic year. Each pilot follows a protocol already approved by UPC’s ethics committee, ensuring the proper collection and processing of personal data. Informal interviews with LESIE faculty have revealed that the theories underpinning their teaching approaches are often accepted unconsciously, suggesting that more efforts are needed to embed a scholarly teaching model within the community. This could be addressed by offering targeted training courses. Additionally, based on constructive alignment theory, there is a clear need for a training course on enhanced feedback and formative assessment (McCarthy, Neville & Pope, 2025; Hattie & Timperley, 2007). 3.3 Outreach and STEM vocations (WP3) Outreach activities aim not only to increase interest in industrial engineering but also to challenge stereotypes and preconceived notions about the field (Calvo-Iglesias et al., 2022). Several studies have already explored diverse approaches to outreach (Jeffers, Safferman & Safferman, 2004; Gumaelius et al., 2016; Vennix, den Brok & Taconis, 2018). Of particular interest is the work of Vennix, den Brok, and Taconis (2018), which highlights the importance of embedding engineering within real-world societal applications as a key motivator for students. This finding establishes a strong connection between WP3 and the outcomes of WP1. Since all these findings can be influenced by the context, a qualitative study was conducted to understand the perceptions of teachers from secondary schools where ETSEIB has delivered workshops or promotional courses. To this end, a survey was designed and distributed to 217 teachers from 144 secondary schools. The survey gathered 48 responses of STEM teachers (56.3% women, 43.8% men) from a broad age range, with 29.2% of respondents under 25 years old and 57% over 45 years old. Suggestions on how ETSEIB should design outreach efforts to attract underrepresented students—both female students and those from low-income families—were collected. The preferred approach is early engagement, starting in primary school and coinciding with Bian & Leslie & Cimpian (2017). Also, in-person activities conducted within schools are preferred, possibly due to easy-to-coordinate characteristics. Ideally, these initiatives should be led by both a male and a female engineering student. Additionally, hands-on workshops and hackathons are highly recommended, though individual tutoring sessions are also well received. A secondary aim of the survey was to determine the type of student perceived as most likely to pursue engineering studies, with a focus on two key factors that still define ETSEIB’s student profile today: family socioeconomic background and gender. Regarding family socioeconomic status, 56% of respondents do not consider it to be a distinguishing factor for engineering students. However, 17% believe that engineering students typically come from high-income families. Teachers attribute this to two main reasons: the lack of engineering role models for students from lowerincome backgrounds and the pressure for early workforce entry to support family finances. Regarding gender, 92% of respondents believe that boys are more interested in engineering studies, while none consider girls to be more interested. An additional 8% believe there is no significant difference or are unsure. When asked about the reasons behind the low number of female engineering students, the most decisive factors, according to teachers, are the lack of female role models in engineering and the perception that engineering is a male-dominated field. Based on these findings, the LESIE project can enhance attraction to engineering by designing hands-on workshops for primary and secondary schools, increasing the presence of role models (particularly women and individuals from low-income backgrounds), offering more scholarships, and fostering an ETSEIB environment where girls feel welcomed and encouraged to pursue engineering. The LESIE project is currently preparing these initiatives for implementation during the 2025/26 academic year. 4 CONCLUSIONS AND IMPLICATIONS In its first few months, the LESIE project has already proven successful in driving change among participating faculty. A community of practice has been established, which will continue to grow and yield results over time. Institutional support has been a key factor in this success, both at the decision-making level and in the development of training initiatives. To further amplify LESIE’s impact, efforts are currently focused on internal dissemination within ETSEIB, aiming to increase faculty engagement with the ultimate goal of fostering change across the entire school. While there is still much to be done, the framework presented here—along with the promising preliminary results—demonstrates a highly replicable model for other institutions offering engineering education. 5 ACKNOWLEDGEMENTS We would like to express our sincere gratitude to all the teaching staff, administrative staff, and students who have actively participated in the LESIE project, as well as those who are currently contributing to its development. 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