| 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. |
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| 3. |
- Brink, Suzanne, et al.
(författare)
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Assessing curriculum agility in a CDIO engineering education
- 2020
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Ingår i: The 16th international CDIO conference. - Gothenburg, Sweden : Chalmers University of Technology. - 9789188041272 - 9789188041289 ; 1, s. 13-24
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Konferensbidrag (refereegranskat)abstract
- Change and individualization are two aspects that are important in innovative higher education. In this paper, we argue for how the concept of curriculum agility can be used as a framework for engineering education that is able to meet societal, environmental, and technological challenges. To both anticipate and meet the needs of the rapidly changing world, engineering education needs to have an organization that allows for innovation, change, and adaptation, with the capacity to respond within a (much) shorter timeframe than traditionally seen in higher education. The structure and processes of such organizations should include the time needed to establish and decommission new educational programmes, and the flexibility within the programmes. The CDIO's Curriculum Agility Working Group has defined seven principles for curriculum agility and has analysed how these relate to the CDIO Standards. This paper describes how the principles can provide guidance on both a curricular and institutional level. The principles are mapped against the CDIO Standards, relating to what is required for an agile curriculum, in order to indicate how the Standards can be utilized to assess the flexibility and agility of educational programmes.
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| 4. |
- Brink, S.C., et al.
(författare)
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Mapping current curricular changes in European engineering education
- 2020
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Ingår i: Varietas delectat… Complexity is the new normality. - : European Society for Engineering Education (SEFI). - 9782873520182 ; , s. 1447-1457
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Konferensbidrag (refereegranskat)abstract
- In Europe, there is a wide variety of curriculum designs in higher engineering education. Several international networks serve the goal of supporting the inherent need of higher education institutions to continuously improve their programmes, without per se offering a formal accreditation standard. In this paper, two such networks are considered: CDIO and SEFI. The curricular landscape across Europe and across the different engineering disciplines is mapped by means of a survey amongst the members of CDIO and SEFI. The results amongst 82 respondents show that the prevailing curriculum structure defined by focus, set-up and design is a fixed curriculum with flexible elements, focused on theory with skills woven in, and with a subject-centred curriculum, followed by another big group having a flexible curriculum with fixed elements, competency-based, and focusing on skills with theory woven in. Configurations vary based on region, engineering discipline and network membership. Curricular changes in the past three years and coming two years focus mostly on assessment and examination, as well as pedagogics, interpersonal skills and curriculum flexibility. Certain engineering disciplines are more prone to curriculum change than others, such as Design Engineering and Information Engineering. Electric engineering currently shows significantly less curriculum change. When changing the curriculum design, learning goals, learning activities and learning vision are typically seen as a priority in engineering education. The most perceived barriers in the curriculum change process are staff competency and engagement for those about to make changes, and development time and costs for those having made recent changes.
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| 5. |
- Brink, Suzanne, et al.
(författare)
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Curriculum Agility: Responsive Organization, Dynamic Content, and Flexible Education
- 2021
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers (IEEE). - 1539-4565. ; 2021-October
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Konferensbidrag (refereegranskat)abstract
- This special session, within the conference theme of Incorporating Convergence into Programs, Curricula, and Continuing Education, focuses on Curriculum Agility in engineering education. It will introduce the concept of Curriculum Agility and its current trends, as well as further co-develop the concept behind it. This is done following an iterative design thinking approach, by co-creating guiding principles that engineering institutions can use to make their study programs more responsive, dynamic, and flexible. Curriculum Agility is particularly important in engineering education in order to keep pace with the rapid development of new technologies and materials. In addition, the concept aims to meet students' expectations and needs for more individualized study plans, as well as society's need for forward-thinking engineers equipped to contribute to finding solutions to current and future societal challenges. Thus, to anticipate and meet these challenges, institutions for engineering education need to have an organizational and management structure with the capacity to act within a much shorter timeframe than traditionally seen in universities. Curriculum Agility is a framework for introducing necessary changes in operations to be able to act responsibly and rapidly on change and expectations. This work presents seven principles for Curriculum Agility that have emerged from a series of sessions at international conferences and network meetings. The seven principles currently include: Stakeholder Involvement, Organization and Governance, Decision Making, Program and Course Design, Innovation of Education, and Pedagogy and Didactics. This special session brings educators together to discuss the 'what, how and why' with regard to Curriculum Agility. The overall aim is to further develop a shared vision on Curriculum Agility and build upon the intention of assessing it at different levels in the organization of engineering education institutions. The expected outcome of the special session is a collection of refined, redefined, and perhaps even newly defined principles for Curriculum Agility.
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