Abstract
Multidisciplinary project-based learning (PBL) allows multifaceted real-world problems to be resolved with solutions addressing scientific, technical, business, and social aspects. However, such a method can be very challenging in terms of project management (including planning, coordinating, and management of human, material and financial resources) and time-consuming, especially when involving several partners (academic and industrial partners).
 This paper provides firsthand experience of multidisciplinary PBL implemented in France in engineering education through a case study on urban drone conception. This research project has been proceeded within a collaborative framework in which 3 specialties (electrical energy systems, industrial computing, and mechanics and systems design) of a graduate school of engineering and a start-up company are jointly involved for the first time.
 This article discusses knowledge and skills that engineering students are expected to acquire at the end of the research project, and the methods of assessment. The designing, manufacturing, and experimental validation of the urban drone are described. The various steps in the project management, and the interactions with the students and partners (teachers and industrial partner) are particularly highlighted. 
 Qualitative and quantitative data have been collected through questionnaires, student logbooks and reports. The results demonstrate that this experience is overwhelmingly positive since it empowers and enhances student learning.
Highlights
Since the implementation of the Bologna standards, many strategic changes have been made to European Higher Education including competency-based education [1], [2]
competency-based learning (CBL) has rapidly become an absolute requirement for accreditation organizations such as, for instance, the Engineering Degree Commission (CTI), which is responsible for the accreditation of engineering programs, the development of quality in engineering education, and the promotion of engineering curricula and careers in France and abroad (i.e. Belgium, Germany, Switzerland, Bulgaria, Viet-Nam, China, Morocco...) [6]
The multidisciplinary and collaborative research project described in this paper has been initiated in 2013 within the graduate school of engineering (Polytech Tours) of the University of Tours (France)
Summary
Since the implementation of the Bologna standards, many strategic changes have been made to European Higher Education including competency-based education [1], [2]. Competencies and learning outcomes are still two major pillars used to compare higher education between various countries and universities. One advantage of the competency-based learning (CBL) is that this approach is centered more on students [3], [4]. It means that they are the drivers of the educational process. This encourages them to develop critical and creative thinking, and promote interaction, while honing interpersonal skills [5]. CBL has rapidly become an absolute requirement for accreditation organizations such as, for instance, the Engineering Degree Commission (CTI), which is responsible for the accreditation of engineering programs, the development of quality in engineering education, and the promotion of engineering curricula and careers in France and abroad (i.e. Belgium, Germany, Switzerland, Bulgaria, Viet-Nam, China, Morocco...) [6]
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