The Future of the Profession Inputs and Outputs

The Future of the Profession  New Output Standards  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

The New Output Standards  Published late March: –  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

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

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

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.

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

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

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

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

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

Help!   LTSN Engineering – –   Seminar 22 April – President EPC, and others – –Interpreting accreditation with UK-SPEC   Another in the autumn

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

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

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

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

Andrew Ramsay