2026 ASEE Annual Conference & Exposition

From Capability Index to Maturity Model: International Institutional Strategies for Innovation in Engineering Education

Presented at International Division (INTL) Technical Session 3: International Programs, Partnerships, and Institutional Development

The capacity of institutions to generate, adapt, and transfer productive knowledge is increasingly linked to differences in economic development among regions. In this context, universities with established engineering programs play a strategic role in strengthening innovation ecosystems and supporting regional and international economic development.
The objective of this study is to develop and apply a Capability Maturity Model (CMM) to assess and promote institutional innovation and international collaboration capacity in engineering education. The fundamental research question guiding this study is as follows: How can a CMM be utilized to assess and guide the progression of universities with established engineering programs toward higher levels of research, innovation, knowledge transfer, and international engagement within global knowledge ecosystems?
Methodologically, the study adapts the traditional CMM framework for application in higher education, employing it to analyze engineering universities across several countries in the Americas. Initial validation focuses on the technological output and research dimension of the Capability Index using standardized indicators of scientific publications, citations, patents, and international collaboration obtained from OpenAlex and Espacenet. The emphasis on international engagement highlights the role of global knowledge networks and cross-border collaboration as drivers of institutional maturation in engineering education.
The results indicate a notable concentration of institutions at intermediate maturity levels, particularly at Level 3 (Defined), suggesting that a considerable number of universities have implemented standardized research processes but have not yet transitioned to data-driven management and innovation-intensive performance. It is noteworthy that only a single institution attains Level 5 (Optimized), thereby underscoring the rigorous nature of these maturity thresholds.
From a discussion perspective, these findings suggest that the main challenge for most institutions is not initiating research activity, but rather strengthening its quality, regional and cross-border impact, and the mechanisms that translate knowledge into innovation outcomes. The model facilitates strategic prioritization by identifying institutional bottlenecks and transition pathways, particularly from Level 3 to Level 4.
The study's findings indicate that the proposed EECMM (Engineering Education Capability Maturity Model) functions as a diagnostic and strategic planning instrument, rather than a competitive ranking mechanism. It offers a structured framework to guide the development of institutional capacities and inform policy and investment decisions in engineering education and globalized innovation systems.

Authors
  1. Prof. Cuauhtemoc Godoy P.E. Polytechnic University of Puerto Rico
  2. Laura Romero Tecnologico de Monterrey
  3. Christian Chacua Harvard University
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