Skip to main content

Research Repository

Advanced Search

When is quality assurance a constructive force in engineering education?

Pears, Arnold; Daniels, Mats; Nylen, Aletta; McDermott, Roger

Authors

Arnold Pears

Mats Daniels

Aletta Nylen

Roger McDermott



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).

Start Date Oct 16, 2019
Publication Date Mar 12, 2020
Publisher Institute of Electrical and Electronics Engineers
Series ISSN 2377-634X
ISBN 9781728117478
Institution Citation PEARS, A., DANIELS, M., NYLEN, A., and MCDERMOTT, R. 2020. When is quality assurance a constructive force in engineering education? In Proceedings of the 49th Institute of Electrical and Electronics Engineers (IEEE) Frontiers in education conference 2019 (FIE 2019): bridging education to the future, 16-19 October 2019, Cincinnati, USA. Piscataway: IEEE [online], article ID 9028377. Available from: https://doi.org/10.1109/fie43999.2019.9028377
DOI https://doi.org/10.1109/fie43999.2019.9028377
Keywords Education; Quality assurance; Stakeholders; Europe; Standards; Pragmatics; Guidelines

Files





You might also like



Downloadable Citations

;