Part of the
Centre for
Engineering Education
TU DelftTU EindhovenUniversity of TwenteWageningen University
Centre for
Engineering Education


+31(0)6 48 27 55 61


Project introduction and background information

The University of Tomorrow “ The Personology Arena” has been a continuation of the Free spirits Think Tank project where the focus has been on “What should engineers learn in the future university”.  The Personology Arena has a shift in focus towards which values and beliefs currently relevant are still relevant in 2035 and how do we redesign the university for the future context. Like in the Think Tank the Personology Arena is an elaboration of Engineering Roles. The learner is no longer and engineer, but rather a technee – a lifelong learner (20-80 years old) with a purpose driven mission, in which the engineering roles are a guiding principle to realise the purpose and contribution to society. Characteristics of the “New University” is the notion of agency or entrepreneurial mindset, challenge focused, cross border collaboration both across disciplines and beyond the university walls in networked groups, contextualised knowledge gathering, 360 degree feedback.

Objective and expected outcomes

The objective is to offer a new format of flexible learning preparing people to the future developments and complex challenges during their life. The outcomes are fluid, however, the primary aim is to sustain the development of educational formats at TU Delft as well as disseminating the body of thought to a wider audience to help them adapt engineering education for the near future.

Results and learnings

The main results are a conceptual model of the future university and Engineering Roles for the future technee. The results are adapted at TU Delft and NTNU Norway. These results have been disseminated in various workshops and can be read about in the accompanying papers/booklets included in the practical outcomes. Currently we are working and testing an analogy that will help educational management, instructional and educational designers to create their own education according to the proposed body of thought.


The future is defined by 3 major engineering dimensions:

  1. to engage with the making of artefacts in the technology domain for societal or phenomenal purposes
  2. to collaborate on an interpersonal or systems level
  3. to adapt to the life cycle and innovation of product, systems, services, strategic development based on society

Practical outcomes

Validation workshops

  • TU Delft: 3 workshops in 2017
  • Dutch Design Week: van Dijk, M., Hoope, R., Klaassen, R., Ceulemans, D. (2017), Compose the Engineer of the Future


  • CDIO paper: Klaassen, R., van Dijk, M., Hoope, R., Ceulemans, D., Kamp, A., Jacobs, M., & van der Sanden, M. (2018). A design-based vision on future roles in engineering. In C. Bean, J. Bennedsen, K. Edström, R. Hugo, J. Röslof, R. Songer, & T. Yamamoto (Eds.), The 14th International CDIO Conference: Proceedings – Full Papers (pp. 882-894).
  • CDIO Booklet:  R.Klaassen, M.van Dijk, R. Hoope, A. Kamp (2019), Engineering of the Future; envisioning Higher Engineering Education in 2035, ISBN:  978-94-6366-258-1.
  • Reframing site:
  • Renate Klaassen (19 juni, 2019), Presentation: “The University of Tomorrow and Future Roles of Engineers”, WUR Education Day;  Educating Engaged Engineers.
  • Flyer: Designing Engineering Education for the Future


Engineer of the Future: envisioning higher engineering education in 2035.