Mapping current curricular changes in European engineering education

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Brink, S.C.Hague University of Applied Sciences, The Hague, Netherlands (författare)

Mapping current curricular changes in European engineering education

Artikel/kapitelEngelska2020

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European Society for Engineering Education (SEFI),2020
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LIBRIS-ID:oai:DiVA.org:umu-197979
https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-197979URI

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Språk:engelska
Sammanfattning på:engelska

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Anmärkningar

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.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogy hsv//eng
Continuous improvement
Curriculum change
Curriculum design
Future proof education

Biuppslag (personer, institutioner, konferenser, titlar ...)

Georgsson, FredrikUmeå universitet,Institutionen för datavetenskap(Swepub:umu)frge0001 (författare)
Thomson, G.Aston University, Birmingham, United Kingdom (författare)
de Hei, M.S.A.Hague University of Applied Sciences, The Hague, Netherlands (författare)
Sjoer, E.Hague University of Applied Sciences, The Hague, Netherlands (författare)
Admiraal, W.F.Leiden University, Leiden, Netherlands (författare)
Hague University of Applied Sciences, The Hague, NetherlandsInstitutionen för datavetenskap (creator_code:org_t)

Sammanhörande titlar

Ingår i:Varietas delectat… Complexity is the new normality: European Society for Engineering Education (SEFI), s. 1447-14579782873520182

Internetlänk

https://www.sefi.be/wp-content/uploads/2019/10/SEFI2019_Proceedings.pdfSEFI 2019 proceedings (pdf)
https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-197979

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Varietas delectat… Complexity is the new normality (Sök värdpublikationen i LIBRIS)

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Av författaren/redakt...: Brink, S.C.; Georgsson, Fredr ...; Thomson, G.; de Hei, M.S.A.; Sjoer, E.; Admiraal, W.F.

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SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Utbildningsveten ...; och Pedagogik

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Av lärosätet: Umeå universitet

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