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How we ensure comparable output standards. Setting standards for university-based courses and employee learning Rob Best. Overview. Qualification routes to CEng Setting university standards Approval of programmes Review processes Work-based qualification routes Discussion points.

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how we ensure comparable output standards

How we ensure comparable output standards

Setting standards for university-based courses and employee learning

Rob Best

overview
Overview
  • Qualification routes to CEng
  • Setting university standards
    • Approval of programmes
    • Review processes
  • Work-based qualification routes
  • Discussion points

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

qualification routes to ceng
Qualification routes to CEng

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

setting university standards
Setting university standards

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

university qualifications
University qualifications

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

quality review cycles
Quality review cycles

Initial concept

QAA Audit(5 years)

University validation cycle (4-6 years)

Review of concept

Professional accreditation(3-5 years)

Programme withdrawn

Annual review

Detail design

Teaching

Programme approval

Typically 1-2 years

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

quality review cycles1
Quality review cycles

Initial concept

QAA Audit(5 years)

University validation cycle (4-6 years)

Review of concept

Professional accreditation(3-5 years)

Programme withdrawn

Annual review

Detail design

Teaching

Programme approval

Typically 1-2 years

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

programme approval
Approval event (typically ½ to 1-day)

Panel of experts from outside and inside university

External references:

ECUK UK-SPEC

QAA Subject benchmarks

QAA FHEQ

Professional institution guidelines and standards

Programme approval

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

annual review
Annual review

Independent internal scrutiny of:

  • Student evaluations
  • External examiner reports
  • Progression and award statistics
  • Evaluative reports

 Annual action plan

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

professional accreditation
Professional accreditation
  • (3 to) 5-yearly, 2-day event
  • Independent panel of 3-5 industrialists and academics
  • Audit with reference to
    • UKSPEC
    • Specialist subject standards
    • Educational standards
  • In-depth review of
    • Assessments, Student work, External examiner reports, etc
  • Approval of educational requirements, wholly or partially, for IEng or CEng

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

setting university standards summary
Setting university standardsSummary
  • University standards are maintained by a well-established, thorough and extensive process:
    • Programme approval and review (initial, then 4-6 yearly)
    • Annual review
    • Professional accreditation 3-5 yearly

(NB: Professional institutions have 5-yearly audit by ECUK)

    • QAA audit 5-yearly
  • Standards are externally referenced
  • Quality is assured

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

work based qualifications
Work-based qualifications

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

work based qualification routes
Work-based qualification routes

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

work based further learning to masters level wbflml
Work-based further learning to Masters level (WBFLML)

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

wbflml
WBFLML

As pioneered by IChemE:

  • Candidates demonstrate MSc-level ‘Further Learning’ through work experience.
  • Based on an Industrial Project Report
    • on a project or group of linked projects from work
    • showing development of breadth and depth of skills equivalent to that of an accredited degree at Masters level (i.e an MSc or the M-level part of an MEng).

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

icheme wbflml requirements
IChemE WBFLML requirements
  • Candidate must show how their work matches academic accreditation requirements for MSc
    • Depth, Breadth, Additional Project Work, Industry and Applications
  • Report must include
    • New knowledge not part of their undergraduate degree
    • A significant technical project
    • Broad-based team work
  • Typically candidate will have been employed for a period of 18 months

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

icheme wbflml process
IChemE WBFLML process
  • Synopsis stage
    • proposed project report from candidate.
    • reviewed by one academic and one industrialist (both CEng).
    • Feedback given and advice on whether ready for full report.
  • Full report stage
    • industrial project report (5000 words).
    • reviewed by two CEng (as above) and feedback given.
  • Interview by two CEng.
  • Certificate and written confirmation of completion of requirements

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

professional masters
Professional Masters

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

professional masters1
Professional Masters
  • DIUS/ECUK “Gateways to the Profession” initiative
  • Operating at
    • Kingston (pioneered it), Hertfordshire, Staffordshire, Northumbria Universities …
  • Increasing numbers of PEIs involved
    • IET, IMechE, CIBSE, IChemE etc
  • See http://www.engineeringgateways.co.uk/

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

professional masters continued
Professional Masters (continued)
  • Referenced to
    • QAA-FHEQ and
    • UK-SPEC
  • Customised learning contract based on Professional Development Audit (PDA)
  • Qualification obtained through project reports and viva examination

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

other work based routes
Other work-based routes

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

ecuk specially authorised routes
ECUK specially authorised routes
  • Particular to the armed forces and a small number of PEIs (IET, RAeS, IMarEST)
  • Highly-structured training & development
    • Linked to promotion structures
    • Mapped to UK-SPEC learning outcomes
  • Potentially extendable to other highly structured work-based programmes – but are there any others on this scale???

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

work based career appraisal
Work-based career appraisal
  • Operated by most CEng-licensed PEIs
  • Route to CEng based purely on work experience - no university involvement
  • Based on a report and interview
  • Candidate must demonstrate how s/he has acquired through work the knowledge and understanding equivalent to an accredited degree

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

work based career appraisal continued
Work-based career appraisal (continued)
  • Highly individual, no common structure but referenced to UK-SPEC and PEI guidelines
  • Assessed by CEng engineers
  • Increasing numbers of candidates
  • But, the challenge remains, as the title of this talk!

“How do we ensure comparable output standards?”

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

summary of qualification routes to ceng
Summary of qualification routes to CEng

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

discussion points
Discussion points
  • University educational standards are assured through a mature system of educational and professional review.
    • Documented curricula and written assessment records allow comparisons with other programmes and professional standards
  • How do we link work-based programmes into a comparable system to assure professional standards?
    • Flexibility means that comparisons are difficult
  • (How) Can or should HE quality processes be applied to employee learning in the workplace?

Engineering Subject Centre - The Future for Higher Level Engineering Education, York

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