CDIO was born from a recognition that an entirely academic and scientific curriculum and approach does not necessarily deliver graduates able to cope with the much broader personal, interpersonal, problem solving, project and practical skills required by industry. CDIO developed a much more vocational learning model to help address this. Within the UK and elsewhere students joining University courses can often come from different backgrounds, both personally and educationally. Many students undertaking University degrees in engineering will join from conventional academic backgrounds but others will have more vocational qualifications and backgrounds. Data tends to show these students perform less well at University but does CDIO in itself, with its vocational emphasis address this issue in itself or is more required? This paper reports on a retrospective study of students on a particular CDIO programme, looks at outcomes and reports on some steps taken to help vocational students on their degrees.
