The EIT Urban Mobility aims to offer a new kind of [master] education to participants. This entails not only complementing with innovation and entrepreneurship skills, but also renewing the technical curriculum by more fully integrating different traditional disciplines, placing greater emphasis on human-centred mobility, and stimulating the learner to actively develop their own competencies. This is an ambitious undertaking that requires creating communities of practice across our partner universities and supporting non-academic partners and adapting the latest pedagogical practices for the subject area of urban mobility. This is made especially challenging as we face a prolonged period with COVID-19 restrictions, where at least some elements of distance learning are unavoidable.
Do you agree with the statements above? How significant is this need?
We should here focus on trying to understand the nature of the problem, so please try to avoid to discussing concrete solutions, even if it is difficult. Potential solutions will be discussed in the next step of the process.
EIT Urban Mobility Academy Calls 
Not just a technical curriculum but also a curriculum on how to deal with the “unmeasurable” aspects, especially including urban design concepts and practices.
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On the level of a individual learner, every educational program needs 3 interrelated things: thinking, vocabulary, and identity. In the domain of Urban Mobility, we see a need to change all 3, if we are to move from an obsolete 20th century understanding of urban mobility systems that is failing to address our present and future challenges. This means teaching systems thinking and responsible innovation, adopting concepts and vocabulary from social sciences, and accepting the fact that urban mobility experts are not narrowed down engineers in their identity, but plangineers who need to apply the actual engineering method – causing the best possible change in a poorly understood situation within the available resources.
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I agree. There is high need for urban mobility curriculum that integrates human centred disciplines. Currently, in Italy, masters in urban mobility focus on engineering and traffic modelling.
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Agree with the above, but would like to also post a comment mentioned in a seminar this week. There it was emphasized that separate teaching in innovation and entrepreneurship, and other related areas, will have a limited effect if not also being integrated into technical courses. This demands the acceptance and integration of “tech” teachers, which in many cases has shown to be quite difficult. It is however claimed that when done the learning of technology topics increase as the students have a better understanding what the tech should be used for, can relate it to concrete impact and thereby are more motivated to learn.
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Many share this ambition, but it is still unclear if this could be a call focus or rather that this instead is part of the ongoing development of and within the Master School. However, if anyone can figure out if there could be a separate activity developing and testing a concept in line with the stated comments that could be implemented cross the Master School, then this could be considered.
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