| 1. |
- Bennedsen, J., et al.
(författare)
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Collaborative quality enhancement in engineering education : an overview of operational models at a programme level
- 2020
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Ingår i: European Journal of Engineering Education. - : TAYLOR & FRANCIS LTD. - 0304-3797 .- 1469-5898. ; 45:1, s. 73-88
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the tension between quality assurance and quality enhancement in engineering education at a programme level. It acknowledges that accreditation has evolved for many years, but does not agilely support innovation or implement changes in educational programmes. Existing quality assurance systems, institutional collaboration networks, as well as new innovative quality enhancement models and processes are described, contrasted and synthesised. Quality enhancement is analysed based on its function as a source of inspiration and dissemination of good practice. The article reflects on a novel and more collaborative approach to quality enhancement, built on the foundations of specific pedagogical standards and rubrics (e.g. CDIO). One solution leading to real continuous quality enhancement could be flexible and agile evaluation processes. These are founded on measurement and rating frameworks and complemented with quality assurance for engineering education. Incremental enhancement is based on relevant needs identified collaboratively between programmes.
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| 2. |
- Clark, R., et al.
(författare)
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Developing a robust self evaluation framework for active learning : The first stage of an ERASMUS+ project (QAEMarketPlace4HEI)
- 2015
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Ingår i: Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, SEFI 2015. - : European Society for Engineering Education (SEFI). - 9782873520120
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Konferensbidrag (refereegranskat)abstract
- In ensuring the quality of learning and teaching in Higher Education, self-evaluation is an important component of the process. An example would be the approach taken within the CDIO community whereby self-evaluation against the CDIO standards is part of the quality assurance process. Eight European universities (Reykjavik University, Iceland; Turku University of Applied Sciences, Finland; Aarhus University, Denmark; Helsinki Metropolia University of Applied Sciences, Finland; Umeå University, Sweden; Telecom Bretagne, France; Aston University, United Kingdom; Queens University Belfast, United Kingdom) are engaged in an EU funded Erasmus + project that is exploring the quality assurance process associated with active learning.
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