@inproceedings { , title = {When is quality assurance a constructive force in engineering education?}, abstract = {Quality assurance processes in education have been a key area of engineering education development for several decades. ABET, ENQA - The European Association for Quality Assurance in Higher Education, as well as other agencies in Europe and the Asia Pacific have largely converged on a set of high level graduate outcomes, widely considered to be those most relevant to the engineering professions. We suggest that outcome assessment can be classified into four major approaches, education as a service (with the focus on identifying customers), as a process (with a focus on describing the formative impact of curriculum on learners), as a Body of Knowledge (with a focus on transmission of that knowledge and the generation of artefacts), and finally as expansion of the individual (focusing on holistic development of the intellect).}, conference = {49th Institute of Electrical and Electronics Engineers (IEEE) Frontiers in education conference 2019 (FIE 2019): bridging education to the future}, doi = {10.1109/FIE43999.2019.9028377}, isbn = {9781728117478}, note = {INFO COMPLETE (Info via Scopus alert 9/4/2020 LM) PERMISSION GRANTED (version = AAM; embargo = none; licence = BY-NC; POLICY = https://www.ieee.org/publications/rights/rights-policies.html ) DOCUMENT READY (28/4/2020 LM) ADDITIONAL INFO - Contact: Roger McDermott}, publicationstatus = {Published}, publisher = {Institute of Electrical and Electronics Engineers (IEEE)}, url = {https://rgu-repository.worktribe.com/output/894973}, keyword = {Computing Education, Pedagogy, Education, Quality assurance, Stakeholders, Europe, Standards, Pragmatics, Guidelines}, year = {2020}, author = {Pears, Arnold and Daniels, Mats and Nylen, Aletta and McDermott, Roger} }