Prof. Dr.-Ing. Jörg Steinbach Vice-president of the Technische Universität Berlin

1. Accreditation of engineering degree programmes - current requirements and future challenges – An International Perspective Prof. Dr.-Ing. Jörg Steinbach Vice-president of the Technische Universität Berlin Past-President of SEFI

2. Accreditation • Accreditation is a process in which certification of competency, authority, or credibility is presented. • Organizations that issue credentials or certify third parties against official standards are themselves formally accredited by accreditation bodies; hence they are sometimes known as "accredited certification bodies".

3. Accreditation • The accreditation process ensures that their certification practices are acceptable, typically meaning that they are competent to test and certify third parties, behave ethically, and employ suitable quality assurance.

4. Quality Benchmarks • design a good engineering curriculum in view of the responsibility to allow for academic mobility on the European scale, • design a good engineering curriculum in view of the responsibility to prepare for a professional career on the European scale, • ensure employability after completion of the first cycle based on outcome assessment,(In this context a must be stated that according to the overwhelming majority of expert opinions employability must not be set equal to a comprehensive engineering education.) • design a good engineering curriculum in view of the responsibility to prepare for a professional career on the global scale,

6. existing novel Outcome orientation - competences domain method 1. Competent in one or more scientific disciplines 4. A scientific approach specific 2. Competent in doing research 3. Competent in designing 5. Basic intellectual skills 6. Collaborating and communicating generic 7. Takes social and temporal context into account context

7. European Qualification Framework • Six categories of Programme Outcomes • •Knowledge and Understanding • •Engineering Analysis • •Engineering Design • •Investigations • •Engineering Practice • •Transferable (personal) Skills

8. Demands On Professional Mobility • Education – and engineering education in particular – is no longer a national topic but a European one. • The requirements for a sound engineering education must be fulfilled in common. This does by no means call for identical curricula! But …. What is asked for is: establishing substantial equivalency in Europe!

9. The Shoebox System

10. Integrated Curriculum

11. Types of Accreditation Discussed • Program Accreditation In Germany • System's Accreditation In Austria, Germany, Norway etc. • Program Accreditation On European Scale • Program Accreditation On Global Scale

12. Germany • We interpret accreditation as the substitute to the individual governments of the "Länder" in their former responsibility to issue the permit to run a curriculum at an institute of higher education. • This is a quality management process, which has no link to assess “professional qualification” in terms of chartering systems etc.

13. Austria, Germany, Norway etc.:System’s Accreditation • This is a process, where the quality management process of the institution plays the governing role, as the "Wissenschaftsrat" has outlined extensively in his publications. This is entirely not compatible with any of the other program approaches.

14. Quality Management in Teaching In analogy to: ISO 9000:2005 • It usually consists of : • definition of the quality policy • quality strategy • quality control • quality assurance and • process optimization

15. Quality Policy In Teaching Improvement Project team Alumni follow up Evaluation of Teaching Monitoring Project team Process„Teaching & Learning“ Profs, Lecturers, Students Process Modell In Teaching (acc. DIN EN ISO 9000:2000) Leadership Board of the University Employers‘ Survey support Study Applicants 1st year students Graduates Selection

16. Sample Sub-Processes of Teaching and Learning

18. Quo Vadis? national approach • Alignment vs Agreement • Europe must develop its own accord and seek mutual global recognition in a second step • System‘s Accreditation can only serve as national amendment and merge into TQM activities globalapproach

19. Quo Vadis? • Competence vs Performance • Teaching intends to provide competencies • Measurement checks on resulting performance