The Clover 2030 Engineering
An engine to surf the waves of Chile’s development
Project typeUniversity Development Strategy
Funding agencyCorporación de Fomento de la Producción (CORFO)
ReferenceDrive Chilean universities towards world-class engineering education
ParticipantsPUC (Chile),
UTFSM (Chile)
PartnersUC Berkeley (US),
MIT (US),
Texas A&M (US),
Columbia University (US),
Católica-Lisbon (Portugal),
University of Notre Dame (US),
Edinburgh (UK)
Duration2013 –
Websitehttps://www.ingenieria2030.org/

The Clover 2030 Engineering Strategy, also known as project Ingeniería 2030, is a joint initiative between two Chilean universities, the Pontifical Catholic University of Chile and the Federico Santa María Technical University[1][2] This joint project was started in 2013, in order to transform engineering education by developing a new, shorter curricular design,[3] funding relevant research,[4] and by establishing a student-centered education that emphasizes multidisciplinarity, user-centered design and social responsibility as well as student flexibility and choice.[5] This initiative thus expects to provide a platform to work on societal grand challenges, to orchestrate effective I+E networks, and to build a world-class engineering community.

This consortium expects to transform these universities into world-class institutions, positioning them as the best engineering schools in Latinamerica by 2020 and among the best 50 engineering schools in the world by 2030.[6]

Background

In 2013, the Chilean National Agency for Innovation and Development (CORFO) launched the "New Engineering 2030" initiative, as a bid to transform the economy.[7] In sync with international trends in engineering education, CORFO decided to motivate the renewal of engineering training so as to be more prepared to address significant challenges of the society. The New Engineering 2030 set out to co-finance strategic plans that would serve as a 6-year roadmap to create engineering education that meets global requirements by means of applied research, technology transfer, innovation and technology-based entrepreneurship. By motivating universities to prepare more engineers towards international competitiveness and productivity, CORFO intended to propel Chile from a developing to a developed knowledge-based economy.

In 2014, the joint proposal by School of Engineering at the Universidad Catóica, in alliance with the Universidad Técnica Federico Santa María, obtained the highest ranking in this national competition of 8 projects presented by different university consortia in the country.[8][9]

Characteristics

Some of the characteristics of this initiative are:

Characteristics[2]
Characteristic Description
Motivation Create a world-class consortium in engineering education in Chile
Guiding principles Transform engineering education,
Face societal grand challenges,
Orchestrate effective I+E networks,
Build a world-class community,
New liaison with society
Organizational structure Superior institutional board,
International advisory board,
UC Dean (2030 Director),
UTFSM Vice-president of academic affairs (2030 Associate Director)
Faculty and staff (team leaders and managers)
Strategic partners Ruth Graham (consultant),
UC Berkeley (US),
MIT (US),
Texas A&M (US),
Columbia University (US),
Católica-Lisbon (PT),
University of Notre Dame (US),
Edinburgh (UK)
Milestones Creation of an engineering education division,
Creation of a minimum course in R+I+E,
Pilot course for UC and UTFSM students,
New academic evaluation criteria,
Brain Chile contest in I+E,
UC Berkeley satellite campus
Long-term metrics of success Improvements in world and regional rankings:
to be top in the Latin American region in 2020, and
top 50 worldwide in 2030
Challenges Diversify the international network,
Develop closer link with the entrepreneurial,
ecosystem and the local industry,
Sustain the consortium consensus over priorities

References

  1. ↑ "Ingeniería 2030 – Innovación tecnológica para la sociedad" (in European Spanish). Retrieved 2019-01-02.
  2. 1 2 Celis, Sergio; Hilliger, Isabel (2016). "Redesigning Engineering Education in Chile: How Selective Institutions Respond to an Ambitious National Reform". 2016 ASEE Annual Conference & Exposition Proceedings. doi:10.18260/p.26066.
  3. ↑ Villalobos-Cid, Manuel; Orellana, Maximiliano; Vasquez, Oscar C.; Pinto-Sothers, Eduardo; Inostroza-Ponta, Mario (November 2019). "Dealing with the Balanced Academic Curriculum Problem considering the Chilean Academic Credit Transfer System". 2019 38th International Conference of the Chilean Computer Science Society (SCCC). Concepcion, Chile: IEEE. pp. 1–7. doi:10.1109/SCCC49216.2019.8966411. ISBN 978-1-7281-5613-2. S2CID 210930182.
  4. ↑ Salvatierra, José Luis; Gálvez, Miguel Ángel; Bastías, Freddy; Castillo, Tito; Herrera, Rodrigo Fernando; Alarcón, Luis Fernando (2019-01-01). "Developing a benchmarking system for architecture design firms". Engineering, Construction and Architectural Management. 26 (1): 139–152. doi:10.1108/ECAM-05-2018-0211. ISSN 0969-9988. S2CID 115444460.
  5. ↑ "The Global State of the Art in Engineering Education". MIT J-WEL. 2018-03-30. Archived from the original on 2023-06-02. Retrieved 2022-09-27.
  6. ↑ DE LA LLERA MARTIN, J. C. "IMPLEMENTACIÓN DE UN PLAN ESTRATÉGICO - UNA NUEVA INGENIERÍA PARA EL 2030" (PDF).
  7. ↑ "Ground Shift". www.asee-prism.org. September 2015. Retrieved 2019-01-02.
  8. ↑ "Escuelas de Ingenieria de Chile quieren meterse entre las mejores del mundo". Las ultimas Noticias.
  9. ↑ "List of "Nueva Ingenieria 2030" projects presented to CORFO". CORFO Chile.
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