When is Quality Assurance a Constructive Force in Engineering Education?
| Autor: | Arnold Pears, Aletta Nylén, Mats Daniels, Roger McDermott |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Holistic education
Higher education business.industry Process (engineering) 05 social sciences 050301 education 02 engineering and technology Body of knowledge Formative assessment Engineering education 020204 information systems Political science ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Engineering ethics business 0503 education Curriculum Quality assurance |
| Zdroj: | FIE |
| DOI: | 10.1109/fie43999.2019.9028377 |
| Popis: | 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). |
| Databáze: | OpenAIRE |
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