When is quality assurance a constructive force in engineering education?
Pears, Arnold; Daniels, Mats; Nylen, Aletta; McDermott, Roger
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|
|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|
|Keywords||Education; Quality assurance; Stakeholders; Europe; Standards; Pragmatics; Guidelines|
PEARS 2019 When is quality
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