1. BIOMEDEA II Program Friday, April 15, 2005
13.45 – Introduction to workshop 1
Joachim Nagel, Guidelines on the Accreditation of BME Programmes in Europe: why do we need them and what should they specify?
Including a presentation of the “European Standards and Procedures for the Accreditation of Engineering Programmes”
Group assignments
14.00 – Workshop1: Breakout sessions
15.00 – Coffee Break
15.15 – Reports from the groups and summary

2. BIOMEDEA II
BIOMEDEA
Biomedical Engineering Preparing for the European Higher Education Area
a Europe-wide Participation Project contributing to the realisation of the European Higher Education Area (Bologna Process)
The objective of the project is to establish consensus on European guide-lines for the harmonisation of MBES programmes, their accreditation and for certification and continuing education of professionals working in the health care systems.
Adherence to these guidelines will insure mobility in education and employment as well as the necessary safety for patients.
Targets for the dissemination of results will be the European universities, political decision makers, ENQA, accreditation agencies, health care providers and students.

3. Implementation
BIOMEDEA
Biomedical Engineering Preparing for the European Higher Education Area
A series of three symposia:
Eindhoven, December 2004: Education, Training
Warsaw, April 2005: Accreditation of Programmes
Training
Stuttgart, Training, Accreditation
September 23-25, 2005: Certification and Registration of Individuals, Continuing Education

4. BIOMEDEA
RESULTS
Guidelines for harmonized higher MBES education and training
Guidelines and criteria for the accreditation of academic MBES programmes in Europe
Guidelines and criteria for the certification and registration of biomedical/clinical engineers in Europe
Guidelines and criteria for continuing education (life-long learning) in MBES
Status report on MBES in Europe
Student and teacher’s guide for all local and international MBES programmes in Europe with special emphasis on mobility

5. Guidelines and Criteria for the Accreditation of Why do we need them?
BIOMEDEA
Guidelines and Criteria for the Accreditation of
BME Programmes in Europe
Why do we need them?
Couldn’t we live with just the general
“European Standards and Procedures for the Accreditation of Engineering Programmes”

6. European Standards and Procedures for the Accreditation of Engineering Programmes
The EUR-ACE Project Summary The EUR-ACE project aims at setting up an European system for accreditation of Engineering education, with the following main aims: provide an appropriate “European label” to the graduates of the accredited educational programmes, improve the quality of educational programmes in engineering, facilitate trans-national recognition by the label marking, facilitate recognition by the competent authorities, in accord with the EU Directives and facilitate mutual recognition agreements. It will be a significant contribution to the harmonization of the European higher education.

7. EUR-ACE Partners:
FEANI (Fédération Européenne d'Associations Nationales d'Ingénieurs)
SEFI (Société Européenne pour la Formation d'Ingénieurs)
CESAER (Conference of European Schools for Advanced Engineering Education and Research)
EUROCADRES (Conseil des Cadres Européens)
ENQHEEI (European Network for Quality of Higher Engineering Education for Industry)
ASIIN (Accreditation Agency for Study Programs in Engineering, Informatics, Natural Sciences and Mathematics)
CTI (Commission des Titres d'Ingénieurs)
IEI (The Institutions of Engineers in Ireland)
CoPI (Conference of Italian Engineering Deans)
UNIFI (University of Florence)
OE (Portuguese Institution of Engineers)
UAICR (Union of Associations of Civil Engineers of Romania)
RAEE (Russian Association for Engineering Education)
ECuk (Engineering Council UK)

8. European Standards and Procedures for the Accreditation of Engineering Programmes
The framework has been designed to be applied to the accreditation of both First Cycle and Second Cycle programmes within the Bologna process, in which an accredited Second Cycle programme would normally be in series with a First Cycle programme.
However the use of programme outcome means that the framework is also applicable to the accreditation of integrated programmes.
It is intended that if, in a particular country, established accreditation standards cover fully the requirements proposed in this framework, then the award of the European label will be automatic.

9. The programme outcomes describe the capabilities of graduates from
European Standards and Procedures for the Accreditation of Engineering Programmes
The programme outcomes describe the capabilities of graduates from
First and Second Cycle accredited engineering programmes.
They are adapted and modified versions of similar statements that exist or are being developed in other Standards (amongst European
states as well as in the framework of the Washington Accord), where they are termed graduate attributes.

10. European Standards and Procedures for the Accreditation of Engineering Programmes
Table 1: Academic Programme
Outcomes
First Cycle Graduate
Second Cycle Graduate 1.
Knowledge of Engineering Sciences
Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to engineering procedures, processes, systems or methodologies.
Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the conceptualization of engineering models. 2
Problem Analysis
Identify, formulate, research literature and solve intermediate engineering problems reaching substantiated conclusions using analytical tools appropriate to their discipline or area of specialisation.
Identify, formulate, research literature and solve complex engineering problems reaching substantiated conclusions using first principles of mathematics and engineering sciences. 3
Design/ development of solutions
Design solutions for intermediate engineering problems and contribute to the design of systems, components or processes to meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.
Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. 4
Investigation
Conduct investigations of intermediate problems; locate, search and select relevant data from codes, data bases and literature; design and conduct experiments to provide valid conclusions.
Conduct investigations of complex problems including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. 5
Modern Tool Usage
Select and apply appropriate techniques, resources, and modern engineering tools, including prediction and modelling, to intermediate engineering activities, with an understanding of the limitations.
Create, select and apply appropriate techniques, resources, and modern engineering tools, including prediction and modelling, to complex engineering activities, with an understanding of the limitations.

11. European Standards and Procedures for the Accreditation of Engineering Programmes
Table 2: Personal Programme
Outcomes
First Cycle graduate
Second Cycle Graduate 1.
Individual and Team work
Function effectively as an individual, and as a member or leader in diverse engineering teams.
Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. 2.
Communication
Communicate effectively on intermediate engineering activities with the engineering community and with society at large, by being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions
Communicate effectively on complex engineering activities with the engineering community and with society at large, by being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. 3.
The Engineer and Society
Demonstrate understanding of the societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to engineering practice. 4.
Ethics
Understand and commit to professional ethics and responsibilities and norms of engineering practice. 5.
Environment and Sustainability
Understand the impact of engineering solutions in a societal context and demonstrate knowledge of and need for sustainable development.

12. European Standards and Procedures for the Accreditation of Engineering Programmes
Table 2: Personal Programme
Outcomes
First Cycle graduate
Second Cycle Graduate 6.
Project Management and Finance
Demonstrate an awareness and understanding of management and business practices, such as risk and change management, and understand their limitations.
Demonstrate a knowledge and understanding of management and business practices, such as risk and change management, and understand their limitations. 7.
Intercultural Competences
Work in an international environment with appropriate consideration or differences in culture, language, and social and economic factors 8.
Life long learning
Recognize the need for, and have the ability to engage in independent and lifelong learning.

13. European Standards and Procedures for the Accreditation of Engineering Programmes
3. Criteria and Quality Requirements for Accreditation
3.1 Each engineering programme for which an institution seeks accreditation or re-accreditation must be consistent with legal national requirements and have in place:
educational objectives consistent with the mission of the institution and the needs of all interested parties (such as students, industry, etc.);
a curriculum and related processes which ensure achievement of the programme objectives;
academic and support staff, facilities and financial resources adequate to accomplish the programme objectives;
appropriate forms of assessment which attest the achievement of the programme objectives;
a quality assurance system able to ensure the systematic achievement of the programme objectives and the continual improvement of the program.

14. European Standards and Procedures for the Accreditation of Engineering Programmes
3.2 General Criteria for Accreditation
In this context the “general criteria for accreditation” can be identified as follows:
1. Needs and Objectives;
2. Educational Process;
3. Resources;
4. Assessment of the Educational Process;
5. Quality Assurance System.

20. European Standards and Procedures for the Accreditation of Engineering Programmes
4. Accreditation Procedure – Requirements
4.1 Application by a Higher Education institution (HEI)
4.2 External assessment/peer review by an audit team
Composition of audit team
at least 3 persons;
at least 1 academic with relevant disciplinary background,
at least 1 practising engineering professional;
one of three members should preferably not be a citizen of the country where the programme is run.
Avoid conflicts of interest (-> Statement on possible conflicts of Interest to be signed by all peers).
Duration of the auditing visit
at least 1.5 days
including a meeting of the audit team prior to the visit (to identify what information is to be obtained during the visit)
Structure of the auditing visit

21. European Standards and Procedures for the Accreditation of Engineering Programmes
What is the essence of the Standards and Procedures?
The programme defines its mission and educational goals.
Accreditation will test whether the outcome qualifications are consistent with the mission and goals.
Quality Assurance

22. Bologna Declaration, June 1999
BIOMEDEA
Bologna Declaration, June 1999
Request to establish a European Area of Higher Education
by 2010 and to:
adopt a system of easily readable and comparable degrees,
adopt a system with two main cycles (undergraduate/graduate),
establish a system of credits (such as ECTS)
promote mobility by overcoming obstacles
promote European co-operation in quality assurance
promote European dimensions in higher education.

23. BIOMEDEA
What are our goals?
unimpeded employability in the European labor market,
mobility in the European higher education area,
compatibility and comparability of educational degrees,
quality assurance, and
competitiveness in Europe and in the world.

24. BIOMEDEA
Implementation of the European Higher Education Area requires structures and procedures as well as instruments warranting the transparency and mutual recognition of qualifications.
One of the major obstacles for people wishing to work or to study in a European country other than their home country is that their qualifications and competences may not be accepted.
To remove these obstacles, the EU has introduced several instruments, aiming at facilitating the transfer of qualifications and competences for academic and professional purposes.

25. Implementation of the European Higher Education: The Instruments
Transparency and Recognition for Academic Purposes
The network of National Academic Recognition Information Centres (NARICs), created at the Commission's initiative in 1984, covers all EU and European Economic Area Member States and all the associated countries in Central and Eastern Europe. These centres provide authoritative advice and information on the academic recognition of diplomas and periods of study undertaken abroad.
A parallel network, ENICs, was set up by the Council of Europe and UNESCO-CEPES.
The joint NARIC-ENIC network covers a broad framework of countries.

26. Implementation of the European Higher Education: The Instruments
Transparency and Recognition for Academic Purposes
The European Credit Transfer System was introduced by the Commission more than 10 years ago as a common basis for recognizing students' study periods abroad.
The Commission, the Council of Europe and UNESCO have jointly developed a Diploma Supplement which includes both a graduate's personal achievements and a description of his or her national higher education system.

27. specification of minimum contents and requirements
BIOMEDEA
Achieving mobility in the European Higher Education Area and the job market without bureaucratic hurdles means:
harmonization of the educational programmes with regard to outcome qualifications
specification of minimum contents and requirements
specific criteria for the accreditation of biomedical engineering programmes

28. Criteria for Accreditation
Accreditation is based on the specification of the essential
criteria including
qualifying programs and degrees,
the educational objectives and minimum requirements in terms of outcome competencies,
organizational requirements,
quality of teaching and teaching materials,
necessary minimum resources and facilities including the required qualification of the instructors, and
the consequences of these criteria for the accreditation process, particularly the involved evaluation procedures.

29. Guidelines and Criteria for the Accreditation of
BIOMEDEA
Guidelines and Criteria for the Accreditation of
BME Programmes in Europe
What should they specify?

30. BIOMEDEA
Criteria for Accreditation of Biomedical Engineering Programs in Europe
4. PROGRAMS AND DEGREES
4.1. APPLICABILITY
4.2. DEGREES
5. EDUCATIONAL OBJECTIVES AND MINIMUM REQUIREMENTS
5.1. EDUCATIONAL OBJECTIVES
5.2. BASIC STRUCTURES AND CATEGORIES
Universities
Universities of Applied Science and Polytechnic Schools
5.3. CONTENTS
Universities
Universities of Applied Science and Polytechnic Schools

31. BIOMEDEA
Criteria for Accreditation of Biomedical Engineering Programs in Europe
6. ORGANIZATIONAL REQUIREMENTS
6.1. STRUCTURE OF PROGRAMS
6.2. ORGANIZATION OF PROGRAMS
6.3. INTEGRATION OF STUDENTS
6.4. EXAMINATIONS
6.5. TRANSFER INTO THE MASTER PROGRAM OR THE SECOND CYCLE
7. QUALITY OF TEACHING
8. RESOURCES AND FACILITIES
8.1. PERSONNEL
8.2. FACILITIES AND FINANCIAL RESOURCES

32. BIOMEDEA
Criteria for Accreditation of Biomedical Engineering Programs in Europe
9. ACCREDITATION
9.1. ACCREDITATION COMMITTEES
9.2. ACCREDITATION COMMISSION
9.3. AUDIT-TEAMS
9.4. ACCREDITATION PROCEDURES
ADDENDUM 1: LISTS OF TOPICS
ADDENDUM 2: PERCENTAGES FOR THE INDIVIDUAL CATEGORIES IN BIOMEDICAL ENGINEERING PROGRAMS
ADDENDUM 3: TYPICAL DISTRIBUTION OF COURSES IN TERMS OF CREDITS (ECTS)