Aligning industry engagement to achieve best practice outcomes in technical education. Presented to the World Symposium of Accreditation New Delhi 7-9th September 2018 Damien Owens, Chartered Engineer Registrar, Engineers Ireland Chair Dublin Accord, International Engineering Alliance dowens@engineersireland.ie

The formation of an engineering professional THE CHALLENGE The formation of an engineering professional Academic study (~4 years) Competence development (~4 years) Continuing professional development (~40 years)

Experience and Competence Development Formation Phases Experience and Competence Development + + Education Assessment Each component supports the other

The IEA Engineering Roles Education Competence Assessment LLL C P D Accredited Programme 2-3 years + + Practice Report Interview + Engineering Technician 2-3 Years C P D Accredited Programme 3-4 years Practice Report Interview Engineering Technologist + + + 3-4 Years C P D Professional/ Chartered Engineer Accredited Programme 4-5 years + + + 4-5 Years Practice Report Interview

Delivering each phase HEI Industry/PEI PEI PEI/HEI/ VEC Industry Education Competence Assessment LLL HEI Industry/PEI PEI PEI/HEI/ VEC Industry

Graduate Attributes Defined Graduate Attributes form a set of individually assessable outcomes that indicate the graduate's potential to acquire competence to practise at the appropriate level. The Graduate Attributes are exemplars of the attributes expected of graduate from an accredited programme. Graduate Attributes are clear, succinct statements of the expected capability, qualified if necessary by a range indication appropriate to the type of programme. Source: International Engineering Alliance

IEA Graduate Attributes / I

IEA Graduate Attributes /II

Graduate Attribute Overview Knowledge-oriented 1: Using engineering knowledge Skill-oriented Group 5: Modern Tool Usage 9: Individual and teamwork 10: Communication 11: Project/Engineering Management Defined Knowledge Profile SCOPE FOR INDUSTRY INPUT Problem-solving Skill Group 2: Problem analysis 3: Design/development of solutions 4: Investigations Attitude-oriented Group 6: The Engineer in Society 7: Environment and Sustainability 8: Ethics 12: Life long learning Defined Level of Problem Solving Source: International Engineering Alliance

Methods of alignment of industry and academic outcomes Consult with industry when developing programmes Review pedagogical approach – outcomes based; problem based learning. Industry experience of academic staff Mix academic and industry personnel on assessment boards Accreditation assessment visits Competence assessment process Industrial Advisory Boards at HEI

Methods of alignment of industry and academic outcomes II Encourage assessed student work placements Use industry engineers as guest lecturers Work with PEI where one exists Use industry volunteers as evangelists Involve industry as sponsors Competition prizes Equipment/ discounted software

Industry Involvement - Ireland

The Role of Professional Engineering Institutions An independent broker between HEI and industry PEI can see the bigger professional picture (STEM subjects at school; HEI accreditation; competence assessment and maintenance) Interface with education and industry policy makers Assurance of international standards

Conclusion - Benefits of Alignment Students engage better with earlier exposure to real engineering work HEIs get access to industry best practice and outlet for student work/guest lecturers Industry can piggyback on HEI expertise and start-ups PEI/HEI/Industry group can mutually re-inforce the engineering profession.

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