Collaborative quality enhancement in engineering education: an overview of operational models at a programme level
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- ISIDORE Id: 10670/1.99180a...
- hal: hal-01759082
- doi: 10.1080/03043797.2018.1443058
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Mots-clés
EFQM Iso Spice Speic Quality assurance Quality Quality evaluation Quality of experience Cti Abet Enaee Eurace Enqa Assessement Active learning Pedagogy Pedagogie Enseignement Enseignement supérieur Ingenieur Engineering education Educational programmes Models Processes Cdio quality enhancement cross-sparring accreditation curriculum development -Computer Interaction [cs.HC]Sujets proches
Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Jens Bennedsen et al., « Collaborative quality enhancement in engineering education: an overview of operational models at a programme level », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.1080/03043797.2018.1443058
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Résumé
This article discusses the tension between quality assurance and quality enhancement in engineering education at a programme level. It acknowledges that accreditation has evolved for many years, but does not agilely support innovation or implement changes in educational programmes. Existing quality assurance systems, institutional collaboration networks, as well as new innovative quality enhancement models and processes are described, contrasted and synthesised. Quality enhancement is analysed based on its function as a source of inspiration and dissemination of good practice. The article reflects on a novel and more collaborative approach to quality enhancement, built on the foundations of specific pedagogical standards and rubrics (e.g. CDIO). One solution leading to real continuous quality enhancement could be flexible and agile evaluation processes. These are founded on measurement and rating frameworks and complemented with quality assurance for engineering education. Incremental enhancement is based on relevant needs identified collaboratively between programmes.
