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Engineering Education Quality Assurance A Global Perspective

:	Arun S. Patil, Peter J. Gray
:	Arun Patil, Peter Gray
:	Engineering Education Quality Assurance A Global Perspective
:	Springer-Verlag
:	9781441905550
:	1
:	CHF 94.10
:

:	Allgemeines, Lexika
:	English

:	316
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

With the rapid globalization of higher education as well as related changes in social, political, economic, and other conditions over the last 25 years there have been ever increasing expectations for higher education, in general, and Engineering Education, in particular. These expectations are often expressed in terms of the need for Quality Assurance locally, regionally, and globally. In some cases, there is a long tradition of independence and self-regulation of higher education institutions and programs. In other contexts, there has been c- siderable governmental regulation and disciplinary direction over time. The authors in this volume represent essentially all continents and 15 different countries. The common issues that they raise and their accounts of past, present, and future ch- lenges provide a snapshot of the current state of Quality Assurance in higher edu- tion and Engineering Education. This volume begins with an overview of the history and background of Quality Assurance in higher education and Engineering Education over the last century. The discussion of the historical, philosophical, political, and social background of Quality Assurance sets the stage for the other chapters. Following this broad brush stoke introduction, in the next part of the book, authors describe the general issues and challenges facing Quality Assurance in the twenty-first century from both regional and national perspectives. These authors have extensive experience in the area of Quality Assurance and have observed its growth and develop first hand over many years.

	FM.pdf	1
	1.pdf	13
	The Background of Quality Assurance in Higher Education and Engineering Education	14
	Introduction and Definition of Terms	14
	Definitions	15
	Background of Quality Assurance	16
	The Foundation of Accreditation: Professional Authority	17
	Nature of Accreditation	19
	Governmental Oversight	20
	Scientific Education and Management Movements	21
	Scientific Education Movement: Early Twentieth Century	21
	Scientific Education Movement: 1960s and 1970s	22
	Scientific Education Movement: 1980s and 1990s	23
	Scientific Education Movement: 1990s to 2000s	24
	Scientific Management Movement in Higher Education	25
	The Rise of the Accountability Movement	26
	Rankings and League Tables	29
	Advancing Quality Assurance in Engineering Education	31
	Inconsistency	31
	Cost	32
	Changing Expectations	32
	Conclusions	33
	References	34
	2.pdf	37
	Quality Assurance in European Engineering Education: Present and Future Challenges	38
	Introduction	38
	Challenge 1: Bologna and Thereafter	39
	Challenge 2: Ensuring Adequate Rigour in Quality Assurance	40
	Challenge 3: Level of Expected Outcomes	41
	Challenge 4: Developing, Assessing and Evaluating Higher-Level Abilities	42
	Challenge 5: Integrating Conflicting Demands	43
	Challenge 6: Ensuring Informed, Independent and Objective Oversight	44
	Challenge 8: Continuing Professional Development	47
	Conclusions or Predictions	47
	References	48
	3.pdf	50
	EUR-ACE: The European Accreditation System of Engineering Education and Its Global Context	50
	Introduction	50
	Motivation for a System of European Accreditation of Engineering Education	51
	The EUR-ACE Project and the EUR-ACE Framework Standards	52
	The EUR-ACE Accreditation System and Its Implementation	54
	Spreading the EUR-ACE Accreditation System	55
	The Global Context of EUR-ACE	56
	Conclusions	57
	References	58
	4.pdf	59
	Toward Consensus Global Standards for Quality Assurance of Engineering Programmes	59
	Introduction	59
	Setting the Context for Engineering Education Quality Assurance	60
	International Engineering Education Accords	61
	Developments in Engineering Education and Accreditation	63
	Toward and Objective Basis for Substantial Equivalence: The Graduate Attributes	65
	Method of Defining Graduate Attributes and Professional Competencies	67
	Identifying the Outcomes	67
	Contextual Interpretation	70
	The Professional Competencies	71
	Progression from Graduate Attributes to Professional Competencies to International Register	72
	Evolution of the Graduate Attributes	74
	Lessons Learned	75
	Appendix	75
	References	79
	5.pdf	80
	Quality Assurance in the Preparation of Technical Professionals: The ABET Perspective	80
	Introduction	80
	Accreditation in the United States	81
	History of ABET	82
	Structure of ABET	83
	ABET’s Accreditation Criteria	83
	General Criteria for Baccalaureate-Level Programs	84
	Criterion 1: Students	84
	Criterion 2: Program Educational Objectives	84
	Criterion 3: Program Outcomes	84
	Criterion 4: Continuous Improvement	85
	Criterion 5: Curriculum	85
	Criterion 6: Faculty	86
	Criterion 7: Facilities	86
	Criterion 8: Support	86
	Criterion 9: Program Criteria	87
	Evaluating the Impact of Outcomes-Based Accreditation	87
	International Quality Assurance Activities	87
	Mutual Recognition Agreements	88
	Consultancy Services	88
	Nondomestic Accreditation	89
	Conclusions	89
	References	90
	6.pdf	91
	Quality Assurance in Engineering Education and Modernization of Higher Education in Russia	92
	Introduction	92
	Two-Tier System	93
	State Educational Standards	93
	Quality Assurance and Accreditation	94
	National System of Quality Assurance in Engineering Education	96
	International Aspects of the RAEE Accreditation Activity	97
	Conclusions	99
	References	99
	7.pdf	101
	Quality Assurance in Vietnam’s Engineering Education	101
	Introduction	101
	Historical Background of Quality Assurance in Vietnam’s Higher Education	103
	Program Accreditation Initiative	105
	Overview of Current Quality Assurance Scheme in Vietnam’s Engineering Education	106
	Initial Efforts