Patil / Gray Engineering Education Quality Assurance

A Global Perspective
2009
ISBN: 978-1-4419-0555-0
Verlag: Springer US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 316 Seiten

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.

Autoren/Hrsg.

Patil, Arun

Gray, Peter

Inhaltsverzeichnis

1;FM.pdf;1
2;1.pdf;13
2.1;The Background of Quality Assurance in Higher Education and Engineering Education;14
2.1.1;Introduction and Definition of Terms;14
2.1.1.1;Definitions;15
2.1.2;Background of Quality Assurance;16
2.1.2.1;The Foundation of Accreditation: Professional Authority;17
2.1.2.2;Nature of Accreditation;19
2.1.2.3;Governmental Oversight;20
2.1.2.4;Scientific Education and Management Movements;21
2.1.2.4.1;Scientific Education Movement: Early Twentieth Century;21
2.1.2.4.2;Scientific Education Movement: 1960s and 1970s;22
2.1.2.4.3;Scientific Education Movement: 1980s and 1990s;23
2.1.2.4.4;Scientific Education Movement: 1990s to 2000s;24
2.1.2.4.5;Scientific Management Movement in Higher Education;25
2.1.2.5;The Rise of the Accountability Movement;26
2.1.2.5.1;Rankings and League Tables;29
2.1.3;Advancing Quality Assurance in Engineering Education;31
2.1.3.1;Inconsistency;31
2.1.3.2;Cost;32
2.1.3.3;Changing Expectations;32
2.1.4;Conclusions;33
2.1.5;References;34
3;2.pdf;37
3.1;Quality Assurance in European Engineering Education: Present and Future Challenges;38
3.1.1;Introduction;38
3.1.2;Challenge 1: Bologna and Thereafter;39
3.1.3;Challenge 2: Ensuring Adequate Rigour in Quality Assurance;40
3.1.4;Challenge 3: Level of Expected Outcomes;41
3.1.5;Challenge 4: Developing, Assessing and Evaluating Higher-Level Abilities;42
3.1.6;Challenge 5: Integrating Conflicting Demands;43
3.1.7;Challenge 6: Ensuring Informed, Independent and Objective Oversight;44
3.1.8;Challenge 8: Continuing Professional Development;47
3.1.9;Conclusions or Predictions;47
3.1.10;References;48
4;3.pdf;50
4.1;EUR-ACE: The European Accreditation System of Engineering Education and Its Global Context;50
4.1.1;Introduction;50
4.1.2;Motivation for a System of European Accreditation of Engineering Education;51
4.1.3;The EUR-ACE Project and the EUR-ACE Framework Standards;52
4.1.4;The EUR-ACE Accreditation System and Its Implementation;54
4.1.5;Spreading the EUR-ACE Accreditation System;55
4.1.6;The Global Context of EUR-ACE;56
4.1.7;Conclusions;57
4.1.8;References;58
5;4.pdf;59
5.1;Toward Consensus Global Standards for Quality Assurance of Engineering Programmes;59
5.1.1;Introduction;59
5.1.2;Setting the Context for Engineering Education Quality Assurance;60
5.1.3;International Engineering Education Accords;61
5.1.4;Developments in Engineering Education and Accreditation;63
5.1.5;Toward and Objective Basis for Substantial Equivalence: The Graduate Attributes;65
5.1.5.1;Method of Defining Graduate Attributes and Professional Competencies;67
5.1.5.2;Identifying the Outcomes;67
5.1.5.3;Contextual Interpretation;70
5.1.6;The Professional Competencies;71
5.1.7;Progression from Graduate Attributes to Professional Competencies to International Register;72
5.1.8;Evolution of the Graduate Attributes;74
5.1.9;Lessons Learned;75
5.1.10;Appendix;75
5.1.11;References;79
6;5.pdf;80
6.1;Quality Assurance in the Preparation of Technical Professionals: The ABET Perspective;80
6.1.1;Introduction;80
6.1.2;Accreditation in the United States;81
6.1.3;History of ABET;82
6.1.4;Structure of ABET;83
6.1.5;ABET’s Accreditation Criteria;83
6.1.5.1;General Criteria for Baccalaureate-Level Programs;84
6.1.5.1.1;Criterion 1: Students;84
6.1.5.1.2;Criterion 2: Program Educational Objectives;84
6.1.5.1.3;Criterion 3: Program Outcomes;84
6.1.5.1.4;Criterion 4: Continuous Improvement;85
6.1.5.1.5;Criterion 5: Curriculum;85
6.1.5.1.6;Criterion 6: Faculty;86
6.1.5.1.7;Criterion 7: Facilities;86
6.1.5.1.8;Criterion 8: Support;86
6.1.5.1.9;Criterion 9: Program Criteria;87
6.1.6;Evaluating the Impact of Outcomes-Based Accreditation;87
6.1.7;International Quality Assurance Activities;87
6.1.7.1;Mutual Recognition Agreements;88
6.1.7.2;Consultancy Services;88
6.1.7.3;Nondomestic Accreditation;89
6.1.8;Conclusions;89
6.1.9;References;90
7;6.pdf;91
7.1;Quality Assurance in Engineering Education and Modernization of Higher Education in Russia;92
7.1.1;Introduction;92
7.1.2;Two-Tier System;93
7.1.3;State Educational Standards;93
7.1.4;Quality Assurance and Accreditation;94
7.1.5;National System of Quality Assurance in Engineering Education;96
7.1.6;International Aspects of the RAEE Accreditation Activity;97
7.1.7;Conclusions;99
7.1.8;References;99
8;7.pdf;101
8.1;Quality Assurance in Vietnam’s Engineering Education;101
8.1.1;Introduction;101
8.1.2;Historical Background of Quality Assurance in Vietnam’s Higher Education;103
8.1.3;Program Accreditation Initiative;105
8.1.4;Overview of Current Quality Assurance Scheme in Vietnam’s Engineering Education;106
8.1.5;Initial Efforts in Applying International Accreditation Standards: Efforts in Applying ASEAN University Network (AUN) Criteria;106
8.1.6;Efforts in Applying ABET Criteria;108
8.1.7;Conclusions: Recommendations for the Future;108
8.1.8;References;109
9;8.pdf;111
9.1;Quality Assurance for the Engineering Paraprofessional in Thailand;111
9.1.1;Introduction;111
9.1.2;Education in Thailand and the Need for Quality Assurance;112
9.1.3;Quality Assurance and Vocational Education in Thailand;113
9.1.4;Policy Suggestions;115
9.1.5;Engineering Education Quality Assurance;119
9.1.6;Quality Assurance and the Engineering Paraprofessional in Thailand;120
9.1.7;Conclusions;123
9.1.8;References;123
10;9.pdf;124
10.1;Quality Assurance in Higher Education in Chile: National and Engineering Dimensions;124
10.1.1;Introduction;124
10.1.2;Quality Assurance at a National Level;125
10.1.3;Evolution of Quality Assurance Concept in Chile;128
10.1.4;Quality Assurance in Engineering;129
10.1.5;Case Study: Quality Assurance in the Engineering Programs at the University of Chile;130
10.1.5.1;Self-Study Reports;131
10.1.5.2;Accreditation Visits;131
10.1.5.3;Accreditation Reports;132
10.1.5.4;Lessons Learned;132
10.1.6;Regional Overview;133
10.1.7;Conclusions;133
10.1.8;References;134
11;10.pdf;135
11.1;Quality Assurance of Engineering Education in Sweden;135
11.1.1;Introduction;135
11.1.2;Quality Assurance in Sweden;136
11.1.3;The Evaluation Model;136
11.1.4;Evaluation of Engineering Education;137
11.1.5;Overall Quality of Civilingenjör Engineering Education in 2005;138
11.1.6;Inclusion of a CDIO Component;139
11.1.7;CDIO Standards;140
11.1.8;Experience Gained from the Use of CDIO Standards;143
11.1.9;The Next Generation of Quality Assurance in Sweden;144
11.1.10;References;145
12;11.pdf;146
12.1;Assessment of Engineering Education Quality: An Indian Perspective;146
12.1.1;Introduction;146
12.1.2;The Evolving Concept of Quality Assurance;147
12.1.3;Implications for Engineering Education;147
12.1.4;Anatomy of a Research University;147
12.1.5;Some Characteristics of Institutions of Excellence;148
12.1.6;Frameworks of Quality Assessment;148
12.1.6.1;The Accreditation Initiatives of the National Board of Accreditation;149
12.1.6.2;Accreditation Initiatives of NAAC;150
12.1.7;Some Positive Consequences of Accreditation in India;152
12.1.8;References;152
13;12.pdf;153
13.1;Quality Issues Facing Malaysian Higher Learning Institutions: A Case Study of Universiti Teknologi Malaysia;153
13.1.1;Introduction;153
13.1.2;Quality Assurance in Malaysia;154
13.1.3;Overview of Current Quality Assurance Scheme;155
13.1.4;Engineering Education Quality Assurance;156
13.1.5;EAC Accreditation Requirements;158
13.1.6;Case Study in Quality Assurance;159
13.1.7;Conclusions;161
13.1.8;References;162
14;13.pdf;163
14.1;Quality Assurance in Engineering Education in the United States;163
14.1.1;Higher Education in the United States: Independence and Diversity;163
14.1.2;Quality Assurance of Higher Education in the United States;165
14.1.2.1;Regional Accrediting Agencies;165
14.1.2.2;Federal Legislative Basis for Accreditation and Recent Changes;166
14.1.3;History of United States Engineering Education and its Accreditation;167
14.1.3.1;The Evolution of Engineering Education Quality Assurance;168
14.1.3.2;Engineering Criteria 2000;169
14.1.3.2.1;Criterion 2. Program Educational Objectives;169
14.1.3.2.2;Criterion 3. Program Outcomes;170
14.1.3.2.3;Criterion 4. Continuous Improvement;170
14.1.4;New Ways to Assess Learning Outcomes;171
14.1.4.1;Assessing Outcomes;171
14.1.4.2;The Capstone Design Experience;172
14.1.4.3;Linking Courses to Learning Outcomes;172
14.1.4.4;The Professional Engineer Certification;173
14.1.4.5;Subjective Evidence from Graduating Students and Alumni/ae;173
14.1.4.6;Three Cycles of Accreditation at WPI under EC2000;174
14.1.5;Conclusions;176
14.1.6;References;178
15;14.pdf;181
15.1;Quality Assurance in Engineering Education: An All-round Perspective;181
15.1.1;Introduction;181
15.1.2;New Social, Industrial and Educational Needs and Limitations in Current Curricula;182
15.1.3;Curriculum Development and the Eight Cs;183
15.1.3.1;Competent;183
15.1.3.2;Comprehensive;183
15.1.3.3;Critical;184
15.1.3.4;Creative;184
15.1.3.5;Curious;185
15.1.3.6;Collaborative;185
15.1.3.7;Continuous;185
15.1.3.8;Compulsory;186
15.1.4;Quality Assurance through Assessment Using the Eight Cs;186
15.1.5;Case Study in Hong Kong;187
15.1.6;Conclusions;188
15.1.7;References;188
16;15.pdf;190
16.1;Engineering Education Quality Assurance: The Essential Pillar of Higher Education Reform in Lithuania;190
16.1.1;Introduction;190
16.1.2;Lithuanian System of Higher Engineering Education;191
16.1.3;The Main Weaknesses, Threats and Opportunities of Lithuanian Higher Engineering Education;193
16.1.4;The General Context for Lithuanian Higher Education Quality Assurance;193
16.1.5;The Assessment of Higher Engineering Education Quality;194
16.1.6;Conclusions;196
16.1.7;References;196
17;16.pdf;198
17.1;Using a Measure of Student Holistic Development for Quality Assurance;199
17.1.1;Introduction;199
17.1.2;Challenges to these Expanded Expectations and Requirements;200
17.1.3;Description of Global Perspective Inventory Scales;201
17.1.4;Interpreting the Results of the GPI;203
17.1.5;A Framework for Fostering Global Citizenship as an Integral Part of Holistic Student Learning and Development;205
17.1.6;Conclusions;206
17.1.7;References;206
18;17.pdf;208
18.1;CDIO and Quality Assurance: Using the Standards for Continuous Program Improvement;208
18.1.1;Introduction;208
18.1.1.1;Student Learning Outcomes Assessment and Standards-Based Program Evaluation;209
18.1.1.2;The CDIO Syllabus;210
18.1.2;The CDIO Standards;212
18.1.2.1;Standard 1: The Context;213
18.1.2.2;Standard 2: Learning Outcomes;213
18.1.2.3;Standard 3: Integrated Curriculum;213
18.1.2.4;Standard 4: Introduction to Engineering;213
18.1.2.5;Standard 5: Design–Implement Experiences;213
18.1.2.6;Standard 6: Engineering Workspaces;214
18.1.2.7;Standard 7: Integrated Learning Experiences;214
18.1.2.8;Standard 8: Active Learning;214
18.1.2.9;Standard 9: Enhancement of Faculty Skills Component;214
18.1.2.10;Standard 10: Enhancement of Faculty Teaching Competence;214
18.1.2.11;Standard 11: Learning Assessment;214
18.1.2.12;Standard 12: Program Evaluation;214
18.1.3;Program Evaluation and Quality Assurance Aligned with the CDIO Standards;215
18.1.4;CDIO Standards and Engineering Education Quality Assurance;216
18.1.4.1;Continuous Program Improvement;216
18.1.5;Summary;218
18.1.6;References;219
19;18.pdf;220
19.1;Using Soft Systems Thinking to Confront the Politics of Innovation in Engineering Education;220
19.1.1;Introduction;220
19.1.2;Curriculum Innovation as a Socio-Political Process;222
19.1.3;From Hard Systems Engineering to Soft Systems Thinking;224
19.1.4;A Soft Systems Approach to Curricular Innovation;226
19.1.5;Soft Systems Methodology as the Approach of Choice;227
19.1.6;Locating SSM within a PAR framework;228
19.1.7;Conclusion: Towards Systemic Action Research;229
19.1.8;References;230
20;19.pdf;232
20.1;Real-Time Quality Control Methods in PBL-Based Engineering Education;232
20.1.1;Introduction;232
20.1.2;The Real-Time Quality Assurance Setup;234
20.1.3;Steering Group;235
20.1.4;The Quality Assurance Group;237
20.1.5;Reflection-in-Action Loops;237
20.1.6;Management;239
20.1.7;Discussion;241
20.1.8;Conclusions;242
20.1.9;References;243
21;20.pdf;244
21.1;Enhancing the Quality of the Engineering Student Experience;244
21.1.1;Introduction;244
21.1.2;QA in Engineering Education and Students Feedback;246
21.1.3;The Monash Experience Questionnaire;246
21.1.3.1;Methodology Used;248
21.1.3.2;Student Feedback and the Monash Insight;249
21.1.4;Conclusions;250
21.1.5;References;250
22;21.pdf;253
22.1;Taxonomies of Engineering Competencies and Quality Assurance in Engineering Education;253
22.1.1;Introduction;253
22.1.2;Part 1: Some Preliminaries – Quality and Competency;254
22.1.2.1;Identifying the Stakeholders in Engineering Education;254
22.1.2.2;Responsiveness: The Provision of Quality Educational Programs;255
22.1.2.3;Competency and Graduate Attributes;256
22.1.2.4;A Generic Classification of the Elements of Competency;258
22.1.3;Part 2: Perspectives on Engineering Competencies from the Literature;259
22.1.3.1;Perspectives from Accreditation Standards;259
22.1.3.2;The CDIO Perspective;263
22.1.3.3;Perspectives from Surveys of Engineering Employers and Practicing Engineers;264
22.1.3.4;Perspectives from Human Resource Management Literature;269
22.1.3.5;Perspectives on Work;271
22.1.3.6;Research Perspective: How Generic Graduate Attributes Are Understood;278
22.1.4;Part 3: The Taxonomy of Engineering Competencies;279
22.1.4.1;The Issue of Responsiveness;280
22.1.4.2;Quality and Responsiveness to the Learner When Under-Preparedness Is an Issue;281
22.1.4.3;Development of the Taxonomy;282
22.1.5;Conclusions;288
22.1.6;References;288
23;22.pdf;292
23.1;Internal and External Quality Assurance Approaches for Improvement and Accountability: A Conceptual Framework;293
23.1.1;Introduction;293
23.1.2;The Two Continua;294
23.1.2.1;Points along the Continua;295
23.1.2.2;Harmonizing QA Approaches;297
23.1.3;Putting the Conceptual Framework to Use;298
23.1.3.1;Mission and Goals;298
23.1.3.2;QA Audit;299
23.1.3.3;Adoption of an Innovation: Planned Change and Leadership;299
23.1.3.4;Using Accreditation as the Focal Point;300
23.1.4;Conclusion;302
23.1.5;References;302
24;BM.pdf;303