A Curriculum Framework for Introducing Hackathons in Engineering Studies

Abstract

The idea and benefits of introducing hackathons in higher education courses are frequently addressed topics in discussions on active learning. This form of pedagogical approach is manifestly accepted from the students’ and educators’ points of view. To accelerate the endorsement rate of needed curriculum adaptations, this paper proposes a framework for introducing hackathons in an engineering higher education set-up as a means of active learning. The proposed approach was validated in one Masters’ level academic course over four academic years with 14–42 students per year in three different scenarios; online, hybrid and face-to-face. Empirical data supporting the successful implementation of hackathons is presented, including event satisfaction surveys for students and mentors and a university-wide survey of course satisfaction. Along with stakeholders generally involved in educational hackathons; students, educators and industry representatives; we recognise two additional parties of interest - the university’s business incubator and the knowledge and technology transfer office. Recognised benefits, case studies, and lessons learned that complement the existing literature and the environment of further proof of concept are presented.