1. 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

2. 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)

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

4. 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

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

6. 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

7. IEA Graduate Attributes / I

8. IEA Graduate Attributes /II

9. 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

10. 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

11. 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

12. Industry Involvement - Ireland

13. 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

14. 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.

15. Q&A