1. Describe Problematic Phenomena
1.1. Descriptive Questions
1.1.1. What is "The present engineering education does not provide the necessary competencies for Digital Transformation." like?
1.1.1.1. Engineers without proper competencies for Digital Transformation
1.1.2. What are its properties?
1.1.2.1. Fragmented syllabus
1.1.2.2. Departamental structure
1.1.2.3. e-Learning
1.1.2.4. Based on contents
1.1.2.5. Out of dated syllabus
1.1.2.6. Faculty as the protagonists
1.1.2.7. Passive students
1.1.2.8. unflexible syllabus
1.1.3. How can it be categorized?
1.1.3.1. Pragmatic Problem
1.1.4. How can we measure it?
1.1.4.1. OECD data (verify the report about technological areas)
1.1.4.2. MEC report (not published yet)
1.1.5. What is its purpose?
1.1.5.1. Competent engineers for Digital Transformation
1.1.6. What are its components?
1.1.6.1. Faculty
1.1.6.2. Students
1.1.6.3. Program Head
1.1.6.4. Common structure
1.1.6.5. Specialized labs
1.1.6.6. Educational Technologies
1.1.6.7. Stakeholders
1.1.7. How do the components relate to one another?
1.1.7.1. They do not survive without each other. Although, some of them are out of date and/or have problematic relationship (e.g., the Industry)
1.1.8. What are all the types of "The present engineering education does not provide the necessary competencies for Digital Transformation."?
1.1.8.1. Online
1.1.8.2. Face-to-face
1.1.8.3. Hybrid
1.1.9. How does "The present engineering education does not provide the necessary competencies for Digital Transformation." differ from similar problems?
1.1.9.1. It is drived at or by the university.
1.2. Occurrence Questions
1.2.1. How often does "The present engineering education does not provide the necessary competencies for Digital Transformation." occur?
1.2.1.1. All the time.
1.2.2. What is an average amount of "The present engineering education does not provide the necessary competencies for Digital Transformation."?
1.2.2.1. Almost all the universities need to update the Engineering Education in Brazil.
1.2.3. How does "The present engineering education does not provide the necessary competencies for Digital Transformation." normally work?
1.2.3.1. With traditional learning, focused on contents, without context.
1.2.4. What is the process by which "The present engineering education does not provide the necessary competencies for Digital Transformation." happens?
1.2.4.1. Student studies to answer tests, resolves exercises and lab experiments.
1.2.5. In what sequence do the events of "The present engineering education does not provide the necessary competencies for Digital Transformation." occur?
1.2.5.1. First at the university, then at the workplaces.
1.2.6. What are the steps "The present engineering education does not provide the necessary competencies for Digital Transformation." goes through as it evolves?
1.2.6.1. By a sequential syllabys with pre-requisites between courses.
2. Describe Practice
2.1. To describe guidelines to conceive engineering programs.
2.1.1. ...is a generalization of...
2.1.1.1. Engineering education
2.1.2. properties
2.1.2.1. Reusable
2.1.2.1.1. properties
2.1.3. activities
2.1.3.1. To define syllabus
2.1.3.1.1. properties
2.1.3.1.2. subactivities
2.1.3.1.3. tooling
3. Describe Stakeholders
3.1. Add Client(s)
3.1.1. Engineering Students
3.1.1.1. What are their goals?
3.1.1.1.1. To get competencies
3.2. Add Decision Maker(s)
3.2.1. Program Head
3.2.1.1. What are their goals?
3.2.1.1.1. To manage an engineering program for the competencies training
3.3. Add Professional(s)
3.3.1. Faculty
3.3.1.1. What are their goals?
3.3.1.1.1. To develop the competencies in engineering Students
3.4. Add Witness(es)
3.4.1. Society
3.4.1.1. What are their goals?
3.4.1.1.1. To have engineering professionals prepared for Digital Transformation
4. Type of Contribution
4.1. A new solution for a new problem
4.2. A known solution for a new problem
4.3. A new solution for a known problem
4.4. A known solution for a known problem
5. Type of Contribution
5.1. A new solution for a new problem
5.2. A known solution for a new problem
5.3. A new solution for a known problem
5.4. A known solution for a known problem
6. Describe Terminology
6.1. CommonKADS
6.2. Engineering Education
6.3. Smart Education/Education 4.0
7. Type of Contribution
7.1. A new solution for a new problem
7.2. A known solution for a new problem
7.3. A new solution for a known problem
7.3.1. The guidelines using CommonKADS
7.4. A known solution for a known problem
8. Set Problem Statement
8.1. The present engineering education does not provide the necessary competencies for Digital Transformation.
9. Assess Problem as Difficulties
9.1. Ascertain Consequences
9.1.1. Lack of update in current engineering education
9.1.1.1. ...leads to...
9.1.1.1.1. unskilled labor
9.1.1.1.2. Loss of stakeholders
9.2. Ascertain Causes
9.2.1. Lack of strategic guidelines
9.2.2. Lack of companies-universities partnerships
9.2.2.1. ...follows from...
9.2.2.1.1. Lack of strategic guidelines
9.2.3. Lack of update in faculty training
9.2.3.1. Why?
9.2.3.1.1. Lack of strategic guidelines
9.2.4. Fragmented syllabus
9.2.4.1. ...follows from...
9.2.4.1.1. Lack of update in syllabus
9.2.5. Labs out of dated
9.2.5.1. Why?
9.2.5.1.1. Lack of strategic guidelines
10. Assess Problem as Solutions
10.1. Alleviate Consequences
10.1.1. No longer Lack of update in current engineering education
10.1.1.1. ...leads to...
10.1.1.1.1. No longer unskilled labor
10.1.1.1.2. No longer Loss of stakeholders
10.2. Lessen Causes
10.2.1. No longer Lack of strategic guidelines
10.2.2. No longer Lack of companies-universities partnerships
10.2.2.1. ...follows from...
10.2.3. No longer Lack of update in faculty training
10.2.4. No longer Fragmented syllabus
10.2.4.1. ...follows from...
10.2.4.1.1. No longer Fragmented syllabus
10.2.5. No longer Labs out of dated
11. Requirements
11.1. Functional Requirements
11.2. Non-functional Requirements
11.2.1. Structural
11.2.1.1. Coherence
11.2.1.2. Consistency
11.2.1.3. Modularity
11.2.1.4. Conciseness
11.2.2. Usage
11.2.2.1. Usability
11.2.2.2. Comprehensibility
11.2.2.3. Learnability
11.2.2.4. Customisability
11.2.2.5. Suitability
11.2.2.6. Accessibility
11.2.2.7. Elegance
11.2.2.8. Fun
11.2.2.9. Traceability
11.2.3. Management
11.2.3.1. Maintainability
11.2.3.2. Flexibility
11.2.3.3. Accountability
11.2.4. Environmental
11.2.4.1. Expresiveness
11.2.4.2. Correctness
11.2.4.3. Generality
11.2.4.4. Interoperability
11.2.4.5. Autonomy
11.2.4.6. Proximity
11.2.4.7. Completeness
11.2.4.8. Effectiveness
11.2.4.9. Efficiency
11.2.4.10. Robustness
11.2.4.11. Resilience
12. Design Purposeful Artefact <name your artefact>
12.1. Description
12.2. Technological Platforms
12.3. Requirements
12.4. Components
13. Design Problem Template
13.1. Improve
13.1.1. The present engineering education does not provide the necessary competencies for Digital Transformation.
13.2. By
13.3. That satisfies
13.4. In order to help
13.4.1. Engineering Students achieve(s) To get competencies
13.4.2. Program Head achieve(s) To manage an engineering program for the competencies
13.4.3. Faculty achieve(s) To develop the competencies in engineering Students
13.4.4. Society achieve(s) To have engineering professionals prepared for Digital Transformation