1. Convincing key individuals, such as rectors, deans, and department heads, that CDIO is an important foundation for future engineering competence.
2. Convincing faculty to accept change, such as adopting CDIO, can be challenging. Professors and other faculty members are strong in their fields and disciplines and they are allowed a great deal of freedom in creating their courses. Tradition in the scientific field is strong. Also, in some engineering institutions, faculty may be skilled engineers and researchers, but they have little training (or sometimes, interest) in teaching skills.
3. Some engineering faculty lack industry experience and knowledge about industry working methods like project planning and steering, teamwork, and other vital engineering leadership skills. Teachers may lack experience teaching some of the CDIO skills.
3. Use materials available through CDIO Instructor Resource Modules (IRMs)