Welcome to CEPHEI community
To meet the needs of today’s students, industries and societies, the CEPHEI Project brings together four major elements: innovations in industry; links between universities and industry; a flipped learning approach; and a freemium model of education.
This project is contributing to the scale-up of flipped and e-learning in the field of Industrial Innovation. Thus, the best university of tomorrow is one that is able to orchestrate the wide diversity in the supply of teaching materials, project-based learning in international multidisciplinary teams and real needs of industry and society.
Innovations in Industry
Innovation gives nations a competitive advantage in the global marketplace. It is a route to economic growth, as it leads to the creation and transformation of new knowledge into new products, services or processes that meet the needs of the market. It also enables companies to cut costs through downsizing or re-engineering, thus leading to higher profits and greater revenue.
Innovation is at the heart of growth for business and industry; when businesses grow, employment opportunities grow. This leads to an increase in personal income which supports an increase in the well-being of individuals and to the progress of society. Innovative new products and processes also meet the changing needs of populations. This leads to better standards of living. Without innovating, nations will start to lag behind. Thus, the development of courses in innovation is at the heart of the CEPHEI project.
Links between Universities and Industry
The core idea of CEPHEI Project is to link universities to industry. Mutually beneficial links between universities and industries can support students in acquiring the skills and knowledge they need for the workplace. Linking with industries provides many benefits.
Such a connection also enables universities to gather information on the skills and competencies that industries currently require and incorporate these into degree and course outcomes. Moreover, industry internships and mentorships can be set up. Therefore, universities that place the needs of industries at the heart of their educational programs will create mutual benefits, for both students and industries, through connections and hiring pathways. This is one of the key aims of the CEPHEI Project.
The CEPHEI consortium consists of one coordinator university, Lappeenranta University of Technology (Finland), and eight partner universities from six countries: University of Twente (the Netherlands), KTH Royal Institute of Technology (Sweden), MEF University (Turkey), Peter the Great St. Petersburg Polytechnic University (Russia), Tomsk State University of Control Systems and Radioelectronics (Russia), Gubkin Russian State University of Oil and Gas (Russia), Tianjin University (China), Hebei University of Technology (China).
All courses developed by the consortium and included on the CEPHEI Platform must meet the following standards: meet the demands of knowledge, skills, and experiences as determined by industry needs, include innovative knowledge, encourage the development of soft skills, and include authentic experiences, meet the required standards depending on course type, meet the CEPHEI course specifications, as outlined in the section above.
The CEPHEI courses are envisioned to be part of a QF-EHEA 2nd Cycle - EQF level 7 program. Thus, the program learning outcomes were set in accordance with EQF level 7, with the only modification of making them refer to engineering.
CEPHEI courses can give:
- Highly specialised knowledge, some of which is at the forefront of knowledge in engineering, as the basis for original thinking and/or research.
- Critical awareness of knowledge issues in engineering and at the interface between different fields.
- Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields.
- Manage and transform work or student contexts that are complex, unpredictable and require new strategic approaches.
- Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams.