Engineering Education Quality Assurance (eBook)

A Global Perspective

Arun Patil, Peter Gray (Herausgeber)

eBook Download: PDF

2009 | 2009
XIV, 316 Seiten
Springer US (Verlag)
978-1-4419-0555-0 (ISBN)

Infos

With the rapid globalization of higher education as well as related changes in social, political, economic, and other conditions over the last 25 years there have been ever increasing expectations for higher education, in general, and Engineering Education, in particular. These expectations are often expressed in terms of the need for Quality Assurance locally, regionally, and globally. In some cases, there is a long tradition of independence and self-regulation of higher education institutions and programs. In other contexts, there has been c- siderable governmental regulation and disciplinary direction over time. The authors in this volume represent essentially all continents and 15 different countries. The common issues that they raise and their accounts of past, present, and future ch- lenges provide a snapshot of the current state of Quality Assurance in higher edu- tion and Engineering Education. This volume begins with an overview of the history and background of Quality Assurance in higher education and Engineering Education over the last century. The discussion of the historical, philosophical, political, and social background of Quality Assurance sets the stage for the other chapters. Following this broad brush stoke introduction, in the next part of the book, authors describe the general issues and challenges facing Quality Assurance in the twenty-first century from both regional and national perspectives. These authors have extensive experience in the area of Quality Assurance and have observed its growth and develop first hand over many years.

Inhalt

FM.pdf 1
1.pdf 13
The Background of Quality Assurance in Higher Education and Engineering Education 14
Introduction and Definition of Terms 14
Definitions 15
Background of Quality Assurance 16
The Foundation of Accreditation: Professional Authority 17
Nature of Accreditation 19
Governmental Oversight 20
Scientific Education and Management Movements 21
Scientific Education Movement: Early Twentieth Century 21
Scientific Education Movement: 1960s and 1970s 22
Scientific Education Movement: 1980s and 1990s 23
Scientific Education Movement: 1990s to 2000s 24
Scientific Management Movement in Higher Education 25
The Rise of the Accountability Movement 26
Rankings and League Tables 29
Advancing Quality Assurance in Engineering Education 31
Inconsistency 31
Cost 32
Changing Expectations 32
Conclusions 33
References 34
2.pdf 37
Quality Assurance in European Engineering Education: Present and Future Challenges 38
Introduction 38
Challenge 1: Bologna and Thereafter 39
Challenge 2: Ensuring Adequate Rigour in Quality Assurance 40
Challenge 3: Level of Expected Outcomes 41
Challenge 4: Developing, Assessing and Evaluating Higher-Level Abilities 42
Challenge 5: Integrating Conflicting Demands 43
Challenge 6: Ensuring Informed, Independent and Objective Oversight 44
Challenge 8: Continuing Professional Development 47
Conclusions or Predictions 47
References 48
3.pdf 50
EUR-ACE: The European Accreditation System of Engineering Education and Its Global Context 50
Introduction 50
Motivation for a System of European Accreditation of Engineering Education 51
The EUR-ACE Project and the EUR-ACE Framework Standards 52
The EUR-ACE Accreditation System and Its Implementation 54
Spreading the EUR-ACE Accreditation System 55
The Global Context of EUR-ACE 56
Conclusions 57
References 58
4.pdf 59
Toward Consensus Global Standards for Quality Assurance of Engineering Programmes 59
Introduction 59
Setting the Context for Engineering Education Quality Assurance 60
International Engineering Education Accords 61
Developments in Engineering Education and Accreditation 63
Toward and Objective Basis for Substantial Equivalence: The Graduate Attributes 65
Method of Defining Graduate Attributes and Professional Competencies 67
Identifying the Outcomes 67
Contextual Interpretation 70
The Professional Competencies 71
Progression from Graduate Attributes to Professional Competencies to International Register 72
Evolution of the Graduate Attributes 74
Lessons Learned 75
Appendix 75
References 79
5.pdf 80
Quality Assurance in the Preparation of Technical Professionals: The ABET Perspective 80
Introduction 80
Accreditation in the United States 81
History of ABET 82
Structure of ABET 83
ABET’s Accreditation Criteria 83
General Criteria for Baccalaureate-Level Programs 84
Criterion 1: Students 84
Criterion 2: Program Educational Objectives 84
Criterion 3: Program Outcomes 84
Criterion 4: Continuous Improvement 85
Criterion 5: Curriculum 85
Criterion 6: Faculty 86
Criterion 7: Facilities 86
Criterion 8: Support 86
Criterion 9: Program Criteria 87
Evaluating the Impact of Outcomes-Based Accreditation 87
International Quality Assurance Activities 87
Mutual Recognition Agreements 88
Consultancy Services 88
Nondomestic Accreditation 89
Conclusions 89
References 90
6.pdf 91
Quality Assurance in Engineering Education and Modernization of Higher Education in Russia 92
Introduction 92
Two-Tier System 93
State Educational Standards 93
Quality Assurance and Accreditation 94
National System of Quality Assurance in Engineering Education 96
International Aspects of the RAEE Accreditation Activity 97
Conclusions 99
References 99
7.pdf 101
Quality Assurance in Vietnam’s Engineering Education 101
Introduction 101
Historical Background of Quality Assurance in Vietnam’s Higher Education 103
Program Accreditation Initiative 105
Overview of Current Quality Assurance Scheme in Vietnam’s Engineering Education 106
Initial Efforts in Applying International Accreditation Standards: Efforts in Applying ASEAN University Network (AUN) Criteria 106
Efforts in Applying ABET Criteria 108
Conclusions: Recommendations for the Future 108
References 109
8.pdf 111
Quality Assurance for the Engineering Paraprofessional in Thailand 111
Introduction 111
Education in Thailand and the Need for Quality Assurance 112
Quality Assurance and Vocational Education in Thailand 113
Policy Suggestions 115
Engineering Education Quality Assurance 119
Quality Assurance and the Engineering Paraprofessional in Thailand 120
Conclusions 123
References 123
9.pdf 124
Quality Assurance in Higher Education in Chile: National and Engineering Dimensions 124
Introduction 124
Quality Assurance at a National Level 125
Evolution of Quality Assurance Concept in Chile 128
Quality Assurance in Engineering 129
Case Study: Quality Assurance in the Engineering Programs at the University of Chile 130
Self-Study Reports 131
Accreditation Visits 131
Accreditation Reports 132
Lessons Learned 132
Regional Overview 133
Conclusions 133
References 134
10.pdf 135
Quality Assurance of Engineering Education in Sweden 135
Introduction 135
Quality Assurance in Sweden 136
The Evaluation Model 136
Evaluation of Engineering Education 137
Overall Quality of Civilingenjör Engineering Education in 2005 138
Inclusion of a CDIO Component 139
CDIO Standards 140
Experience Gained from the Use of CDIO Standards 143
The Next Generation of Quality Assurance in Sweden 144
References 145
11.pdf 146
Assessment of Engineering Education Quality: An Indian Perspective 146
Introduction 146
The Evolving Concept of Quality Assurance 147
Implications for Engineering Education 147
Anatomy of a Research University 147
Some Characteristics of Institutions of Excellence 148
Frameworks of Quality Assessment 148
The Accreditation Initiatives of the National Board of Accreditation 149
Accreditation Initiatives of NAAC 150
Some Positive Consequences of Accreditation in India 152
References 152
12.pdf 153
Quality Issues Facing Malaysian Higher Learning Institutions: A Case Study of Universiti Teknologi Malaysia 153
Introduction 153
Quality Assurance in Malaysia 154
Overview of Current Quality Assurance Scheme 155
Engineering Education Quality Assurance 156
EAC Accreditation Requirements 158
Case Study in Quality Assurance 159
Conclusions 161
References 162
13.pdf 163
Quality Assurance in Engineering Education in the United States 163
Higher Education in the United States: Independence and Diversity 163
Quality Assurance of Higher Education in the United States 165
Regional Accrediting Agencies 165
Federal Legislative Basis for Accreditation and Recent Changes 166
History of United States Engineering Education and its Accreditation 167
The Evolution of Engineering Education Quality Assurance 168
Engineering Criteria 2000 169
Criterion 2. Program Educational Objectives 169
Criterion 3. Program Outcomes 170
Criterion 4. Continuous Improvement 170
New Ways to Assess Learning Outcomes 171
Assessing Outcomes 171
The Capstone Design Experience 172
Linking Courses to Learning Outcomes 172
The Professional Engineer Certification 173
Subjective Evidence from Graduating Students and Alumni/ae 173
Three Cycles of Accreditation at WPI under EC2000 174
Conclusions 176
References 178
14.pdf 181
Quality Assurance in Engineering Education: An All-round Perspective 181
Introduction 181
New Social, Industrial and Educational Needs and Limitations in Current Curricula 182
Curriculum Development and the Eight Cs 183
Competent 183
Comprehensive 183
Critical 184
Creative 184
Curious 185
Collaborative 185
Continuous 185
Compulsory 186
Quality Assurance through Assessment Using the Eight Cs 186
Case Study in Hong Kong 187
Conclusions 188
References 188
15.pdf 190
Engineering Education Quality Assurance: The Essential Pillar of Higher Education Reform in Lithuania 190
Introduction 190
Lithuanian System of Higher Engineering Education 191
The Main Weaknesses, Threats and Opportunities of Lithuanian Higher Engineering Education 193
The General Context for Lithuanian Higher Education Quality Assurance 193
The Assessment of Higher Engineering Education Quality 194
Conclusions 196
References 196
16.pdf 198
Using a Measure of Student Holistic Development for Quality Assurance 199
Introduction 199
Challenges to these Expanded Expectations and Requirements 200
Description of Global Perspective Inventory Scales 201
Interpreting the Results of the GPI 203
A Framework for Fostering Global Citizenship as an Integral Part of Holistic Student Learning and Development 205
Conclusions 206
References 206
17.pdf 208
CDIO and Quality Assurance: Using the Standards for Continuous Program Improvement 208
Introduction 208
Student Learning Outcomes Assessment and Standards-Based Program Evaluation 209
The CDIO Syllabus 210
The CDIO Standards 212
Standard 1: The Context 213
Standard 2: Learning Outcomes 213
Standard 3: Integrated Curriculum 213
Standard 4: Introduction to Engineering 213
Standard 5: Design–Implement Experiences 213
Standard 6: Engineering Workspaces 214
Standard 7: Integrated Learning Experiences 214
Standard 8: Active Learning 214
Standard 9: Enhancement of Faculty Skills Component 214
Standard 10: Enhancement of Faculty Teaching Competence 214
Standard 11: Learning Assessment 214
Standard 12: Program Evaluation 214
Program Evaluation and Quality Assurance Aligned with the CDIO Standards 215
CDIO Standards and Engineering Education Quality Assurance 216
Continuous Program Improvement 216
Summary 218
References 219
18.pdf 220
Using Soft Systems Thinking to Confront the Politics of Innovation in Engineering Education 220
Introduction 220
Curriculum Innovation as a Socio-Political Process 222
From Hard Systems Engineering to Soft Systems Thinking 224
A Soft Systems Approach to Curricular Innovation 226
Soft Systems Methodology as the Approach of Choice 227
Locating SSM within a PAR framework 228
Conclusion: Towards Systemic Action Research 229
References 230
19.pdf 232
Real-Time Quality Control Methods in PBL-Based Engineering Education 232
Introduction 232
The Real-Time Quality Assurance Setup 234
Steering Group 235
The Quality Assurance Group 237
Reflection-in-Action Loops 237
Management 239
Discussion 241
Conclusions 242
References 243
20.pdf 244
Enhancing the Quality of the Engineering Student Experience 244
Introduction 244
QA in Engineering Education and Students Feedback 246
The Monash Experience Questionnaire 246
Methodology Used 248
Student Feedback and the Monash Insight 249
Conclusions 250
References 250
21.pdf 253
Taxonomies of Engineering Competencies and Quality Assurance in Engineering Education 253
Introduction 253
Part 1: Some Preliminaries – Quality and Competency 254
Identifying the Stakeholders in Engineering Education 254
Responsiveness: The Provision of Quality Educational Programs 255
Competency and Graduate Attributes 256
A Generic Classification of the Elements of Competency 258
Part 2: Perspectives on Engineering Competencies from the Literature 259
Perspectives from Accreditation Standards 259
The CDIO Perspective 263
Perspectives from Surveys of Engineering Employers and Practicing Engineers 264
Perspectives from Human Resource Management Literature 269
Perspectives on Work 271
Research Perspective: How Generic Graduate Attributes Are Understood 278
Part 3: The Taxonomy of Engineering Competencies 279
The Issue of Responsiveness 280
Quality and Responsiveness to the Learner When Under-Preparedness Is an Issue 281
Development of the Taxonomy 282
Conclusions 288
References 288
22.pdf 292
Internal and External Quality Assurance Approaches for Improvement and Accountability: A Conceptual Framework 293
Introduction 293
The Two Continua 294
Points along the Continua 295
Harmonizing QA Approaches 297
Putting the Conceptual Framework to Use 298
Mission and Goals 298
QA Audit 299
Adoption of an Innovation: Planned Change and Leadership 299
Using Accreditation as the Focal Point 300
Conclusion 302
References 302
BM.pdf 303

Produkt-Details

• Erscheint lt. Verlag: 16.9.2009
• Zusatzinfo: XIV, 316 p.
• Verlagsort: New York
• Sprache: englisch
• Themenwelt: Naturwissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Themenwelt: Sozialwissenschaften ► Soziologie ► Spezielle Soziologien
• Themenwelt: Technik
• Schlagworte: Accreditation • Assessment • Development • Education • education reform • Engineering Education • Europe • Gray • higher education • History • history of engineering • Innovation • learning • Model • Patil • quality • Quality assurance
• ISBN-10: 1-4419-0555-3 / 1441905553
• ISBN-13: 978-1-4419-0555-0 / 9781441905550