This paper aims to complement two previous papers by the authors (Flarup & Wivel, 2013; Flarup, Wivel & Munk, 2017) about how to design process enablers to strengthen project work at the mechanical engineering studies. Joining the CDIO Initiative in 2010, it has been the management’s strategic focus at ASE to apply the rationale at all levels. Starting with the students, we recognized – as a surprising finding – that our work during the past years has increased the students’ general well-being and, at the same time, dramatically reduced the dropout rate of the study program. We then realized that we needed to train the trainers to strengthen this positive process. The purpose of this paper is thus to illustrate how we work and intend to work with the staff, especially on the mechanical engineering studies, in order to fulfill the intention of the CDIO rationale. This article adopts the theory of self-efficacy, collective efficacy, and well-being (Bandura), as the supervisors and student tutorial supervisors are important as role models for the students in the project work. The conclusion is that the trainers are highly important as change agents at the faculty level and that an increased focus on staff training is very useful in this cultural change of mindset and practice to a CDIO rationale. The article is related to CDIO standard 9 – Enhancement of Faculty Competence.
