1 / 18

The Future of the Profession

The Future of the Profession. Inputs and Outputs. The Future of the Profession. New Output Standards A new accreditation handbook Accreditation and Bologna Accreditation and QAA. Inputs and Outputs. SARTOR ’97 QAA Benchmarking EPC Output Standards Project Engineering Council UK.

creola
Download Presentation

The Future of the Profession

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Future of the Profession Inputs and Outputs

  2. The Future of the Profession • New Output Standards • A new accreditation handbook • Accreditation and Bologna • Accreditation and QAA

  3. Inputs and Outputs • SARTOR ’97 • QAA Benchmarking • EPC Output Standards Project • Engineering Council UK

  4. The New Output Standards • Published late March: • www.ukspec.org.uk/getting_a_programme_accredited.asp • UK-SPEC competences context • Two types of learning outcomes • Generic and Specific • BEng(Hons) : MEng : BEng – IEng • QAA Qualifications Framework • Accreditation assesses whether graduates have achieved these outcomes

  5. General Learning Outcomes Irrespective of registration category: • Knowledge and Understanding • Intellectual Abilities • Practical skills • General transferable skills

  6. Specific Learning Outcomes • Underpinning science and maths • associated engineering disciplines • Engineering analysis • Design • Economic, social, and environmental context • Engineering practice • However…for MEng and IEng

  7. Design Integrates understanding, knowledge, skills – real problems • Identify constraints – environmental, sustainability limitations, health and safety and risk assessment • Understand customer and user needs, aesthetics • Identify and manage cost drivers; • Use creativity to establish innovative solutions; • Fitness for production, operation, maintenance and disposal; • Manage design process - evaluate outcomes.

  8. Economic, social, and environmental context Knowledge, understanding, awareness: • Commercial and economic context of engineering processes • Management techniques • Promote sustainable development • Legal requirements - personnel, health, safety, and risk • Professional and ethical conduct

  9. MEng Degrees (1) • Ability to integrate knowledge and understanding to solve range of complex engineering problems • General transferable skills • plan, to reflect a changing operating environment; • learn independently; • exercise leadership; • ability to learn in unfamiliar situations

  10. MEng Degrees (2) Specific Learning Outcomes: • some or all • Comprehensive understanding • including some outside engineering • Emerging technologies • Innovative design • Evaluation of commercial risks • Range of engineering materials

  11. IEng Degrees • Weighting on knowledge and understanding of engineering practice and processes • Less focus on analysis • Design still significant • emphasis on designing to meet defined needs

  12. Other Masters Degrees • Providing meet QAA descriptors • Can be acceptable to Institutions • To be useful must satisfy institution competence statements • Institutions should be much more sympathetic

  13. Help! • LTSN Engineering • www.ltsneng.ac.uk • Seminar 22 April – President EPC, and others • Interpreting accreditation with UK-SPEC • Another in the autumn

  14. A new accreditation handbook • Setting out the value of accreditation • Outlining the work required • The responsibilities of the participants • And the wider context of accreditation: • Nationally • Internationally

  15. Accreditation and Bologna • Continental v English model for HE • The European Commission wishes to encourage accreditation of HE programmes • UK experience in independent PSB accreditation of great interest • Will help to restore emphasis to outcomes

  16. Accreditation and QAA • Subject Benchmark Statement for Engineering (2000) • Compatibility Working Group (2001) • Institutional Audit Handbook (2003) • New Policy on Benchmarking Statements (2004) • QAA and Europe: Bergen 19/20 May

  17. Inputs and Outputs • SARTOR ’97 • Comprehensive Output Standards • Compatible with QAA requirements • Ready for Europe

  18. Andrew Ramsay aramsay@engc.org.uk

More Related