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When is Quality Ass...
When is Quality Assurance a Constructive Force in Engineering Education?
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- Pears, Arnold, 1964- (author)
- KTH,Lärande,KTH Royal Inst Technol, Dept Learning Engn Sci, Stockholm, Sweden.
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- Daniels, Mats, 1956- (author)
- Uppsala universitet,Datorteknik,Datavetenskapens didaktik,UpCERG
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- Nylen, A. (author)
- Uppsala universitet,Datavetenskapens didaktik,UpCERG
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- McDermott, R. (author)
- Robert Gordon Univ, Aberdeen, Scotland.
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(creator_code:org_t)
- Institute of Electrical and Electronics Engineers (IEEE), 2019
- 2019
- English.
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In: Proceedings - Frontiers in Education Conference, FIE. - : Institute of Electrical and Electronics Engineers (IEEE).
- Related links:
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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Abstract
Subject headings
Close
- 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).
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Keyword
- Engineering education
- Body of knowledge
- Engineering profession
- Higher education
- Outcome assessment
- Quality assurance process
- Quality assurance
Publication and Content Type
- ref (subject category)
- kon (subject category)
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