review of accreditation criteria for engineering degree programmes by albert chow

The Hong Kong Institution of Engineers 香港工程師學會11

Review of Accreditation Criteria for Review of Accreditation Criteria for Engineering Degree ProgrammesEngineering Degree Programmes

ByBy

Albert CHOWAlbert CHOWDirector of QualificationsDirector of Qualifications

Hong Kong Institution of EngineersHong Kong Institution of Engineers


BackgroundBackground

• HKIE as a signatory of Washington Accord conducts regular review on accreditation criteria in every five year period

• Formation of the Working Party by the Accreditation Board on 18 October 2005 following the last comprehensive review in year 2000

• HKIE as a signatory of Washington Accord conducts regular review on accreditation criteria in every five year period

• Formation of the Working Party by the Accreditation Board on 18 October 2005 following the last comprehensive review in year 2000


Composition of the Working PartyComposition of the Working Party

Ir Professor P S CHUNG, Chairman

Ir Dr Andrew CHAN, Member

Ir Professor Philip CHAN, Member

Ir Roger LAI, Member

Ir Professor T S NG, Member

Ir Kenneth HSU, Member

Albert Chow, Secretary

Ir Professor P S CHUNG, Chairman

Ir Dr Andrew CHAN, Member

Ir Professor Philip CHAN, Member

Ir Roger LAI, Member

Ir Professor T S NG, Member

Ir Kenneth HSU, Member

Albert Chow, Secretary


The Hong Kong Institution of EngineersThe Hong Kong Institution of Engineers

Basis of ReviewBasis of Review

1) Development of Outcomes-based Accreditation Criteria in Washington Accord

2) Changes of Engineering Education in Hong Kong

3) Graduate Attributes



3) Graduate Attributes



a) Low to medium level of outcomes-based elements

Canada, Hong Kong, Australia, United Kingdom and New Zealand

b) Medium to High level of outcomes-based elements

South Africa, Ireland, Japan and United States

a) Low to medium level of outcomes-based elements

Canada, Hong Kong, Australia, United Kingdom and New Zealand

b) Medium to High level of outcomes-based elements

South Africa, Ireland, Japan and United States

Observations from a SurveyObservations from a Survey


a) 3-3-4 structure in 2012

b) Some key considerations of design of curriculum in universities(i) Changing demands in terms of global, economic,

societal, legal, local, regional and other factors

(ii) Engineering as education and engineering as a profession

(iii) Balance between disciplinary, interdisciplinary knowledge and life long learning demand

(i) Changing demands in terms of global, economic, societal, legal, local, regional and other factors

(ii) Engineering as education and engineering as a profession

(iii) Balance between disciplinary, interdisciplinary knowledge and life long learning demand


Some HighlightsSome Highlights


3) Graduate Attributes3) Graduate Attributes

The following is a comparison of graduate attributes adopted by the three authoritiesThe following is a comparison of graduate attributes adopted by the three authorities

Engineer 2020

Strong analytical Skills

Practical ingenuity

Creative

High ethical standard and a strong sense of professionalism

Engineer 2020

Strong analytical Skills

Practical ingenuity

Creative

High ethical standard and a strong sense of professionalism

Washington Accord

Knowledge of Engineering science / Problem analysis

Design / Development of solutions / Investigation / Modern Tool usage

-- --

Ethics/ The Engineer and Society / Environmental and sustainability

Washington Accord

Knowledge of Engineering science / Problem analysis

Design / Development of solutions / Investigation / Modern Tool usage

-- --

Ethics/ The Engineer and Society / Environmental and sustainability

Academy of Engineering UK

Technical ability / analytical skills

Problem solving

Creativity and innovation

-- --


Technical ability / analytical skills

Problem solving

Creativity and innovation

-- --


3) Graduate Attributes (Cond’t)3) Graduate Attributes (Cond’t)

Engineer 2020

Dynamic/agile/ resilient/flexible

Good Communication Skills

Business and management skills

Leadership abilities

Lift Long Learning

Engineer 2020

Dynamic/agile/ resilient/flexible

Good Communication Skills

Business and management skills

Leadership abilities

Lift Long Learning

Washington Accord

-- --

Communication

Project Management and Finance

Individual and Team Work

Life Long Learning

Washington Accord

-- --

Communication

Project Management and Finance

Individual and Team Work

Life Long Learning


-- --

Communications

Business Management/Finance Management

People Management

-- --


-- --

Communications

Business Management/Finance Management

People Management

-- --

The following is a comparison of graduate attributes adopted by the three authoritiesThe following is a comparison of graduate attributes adopted by the three authorities

Academic formation (require four years undergraduate education)Academic formation (require four years undergraduate education)

-- ---- -- -- ---- --


ABET Graduate AttributesABET Graduate Attributes

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multi-disciplinary teams

(a) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multi-disciplinary teams

Engineering programs must demonstrate that their students attain :Engineering programs must demonstrate that their students attain :


ABET Graduate Attributes (Cond’t)ABET Graduate Attributes (Cond’t)

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility(g) an ability to communicate effectively(h) the broad education necessary to understand the impact of

engineering solutions in a global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) knowledge of contemporary issues(k) an ability to use the techniques, skills and modern

engineering tools necessary for engineering practice.

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility(g) an ability to communicate effectively(h) the broad education necessary to understand the impact of

engineering solutions in a global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) knowledge of contemporary issues(k) an ability to use the techniques, skills and modern

engineering tools necessary for engineering practice.


Approaches in the Review of the Existing Accreditation CriteriaApproaches in the Review of the Existing Accreditation Criteria

I. Modify the existing criteria to outcomes-based criteria, with the inclusion of additional outcomes-based elements while retaining the essential input and process requirements.

II. Incorporate the necessary changes that are appropriate for a 4-year undergraduate study. Introduce professional component requirements to replace existing percentage-based requirements in the curriculum.

III. Adopt graduate attributes which are in-line with the Washington Accord requirements.

I. Modify the existing criteria to outcomes-based criteria, with the inclusion of additional outcomes-based elements while retaining the essential input and process requirements.

II. Incorporate the necessary changes that are appropriate for a 4-year undergraduate study. Introduce professional component requirements to replace existing percentage-based requirements in the curriculum.

III. Adopt graduate attributes which are in-line with the Washington Accord requirements.


Proposed Changes on Criteria for the Accreditation of Engineering Degree ProgrammesProposed Changes on Criteria for the Accreditation of Engineering Degree Programmes

The HKIE undertakes professional accreditation to evaluate the standard and quality of engineering degree programmes. In doing so it takes into account a number of factors about the programmes and the universities which offer them. The quality of an engineering degree programme depends on more than just the curriculum and syllabus.(Note: Proposed additions in the following sections are in Yellow while proposed deletions are in RED .)

The HKIE undertakes professional accreditation to evaluate the standard and quality of engineering degree programmes. In doing so it takes into account a number of factors about the programmes and the universities which offer them. The quality of an engineering degree programme depends on more than just the curriculum and syllabus.(Note: Proposed additions in the following sections are in Yellow while proposed deletions are in RED .)

2.1 Introduction2.1 Introduction


The quality of the graduates is an important consideration in the evaluation of an engineering programme. The degree programme must define outcomes that they expect of their graduates consistent with their educational objectives and the needs of the discipline; and describe the processes that are used to measure and evaluate these outcomes. In addition, the calibre of the academic staff, the entry standards, staffing levels, teaching methods, facilities, funding and method of assessment are just some of the factors which influence the quality of the educational experience.

The quality of the graduates is an important consideration in the evaluation of an engineering programme. The degree programme must define outcomes that they expect of their graduates consistent with their educational objectives and the needs of the discipline; and describe the processes that are used to measure and evaluate these outcomes. In addition, the calibre of the academic staff, the entry standards, staffing levels, teaching methods, facilities, funding and method of assessment are just some of the factors which influence the quality of the educational experience.

Introducing the basis of outcome based

Introducing the basis of outcome based

2.1 Introduction (cond’t)2.1 Introduction (cond’t)



Based on generally accepted norms, engineering programmes must demonstrate that their graduates have the following abilities: Based on generally accepted norms, engineering programmes must demonstrate that their graduates have the following abilities:

- an ability to apply knowledge of mathematics, science, and engineering appropriate to the degree discipline

- an ability to design and conduct experiments, as well as to analyse and interpret data

- an ability to design a system, component or process to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability

- an ability to function on multi-disciplinary teams- an ability to identify, formulate and solve engineering problems- an ability to understand professional and ethical responsibility- an ability to communicate effectively

- an ability to apply knowledge of mathematics, science, and engineering appropriate to the degree discipline

- an ability to design and conduct experiments, as well as to analyse and interpret data

- an ability to design a system, component or process to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability

- an ability to function on multi-disciplinary teams- an ability to identify, formulate and solve engineering problems- an ability to understand professional and ethical responsibility- an ability to communicate effectively

2.3 Aims and Objectives2.3 Aims and Objectives

2.6.3 d2.6.3 d2.6.3 c2.6.3 c



- an ability to understand the impact of engineering solutions in a global and societal context, especially the importance of health, safety and environmental considerations to both workers and the general public

- an ability to stay abreast of contemporary issues- an ability to recognize the need for, and to engage in life-long

learning- an ability to use the techniques, skills, and modern engineering

tools necessary for engineering practice appropriate to the degree discipline

- an ability to use the computer/IT tools relevant to the discipline along with an understanding of their processes and limitations

- an ability to understand the impact of engineering solutions in a global and societal context, especially the importance of health, safety and environmental considerations to both workers and the general public

- an ability to stay abreast of contemporary issues- an ability to recognize the need for, and to engage in life-long

learning- an ability to use the techniques, skills, and modern engineering

tools necessary for engineering practice appropriate to the degree discipline

- an ability to use the computer/IT tools relevant to the discipline along with an understanding of their processes and limitations

2.3 Aims and Objectives (cond’t)2.3 Aims and Objectives (cond’t)

Based on generally accepted norms, engineering programmes must demonstrate that their graduates have the following abilities: Based on generally accepted norms, engineering programmes must demonstrate that their graduates have the following abilities:

2.6.1 d2.6.1 d

2.6.3 b2.6.3 b



2.4 Duration2.4 Duration

The HKIE believes that engineering degree programmes should have a minimum duration of three four years full‑time equivalent, of which a one‑year full‑time equivalent consists normally of about 26 weeks of classroom, laboratory, workshop and related activities. (Time allocated to assessment, field work and practical training fall outside these 26 weeks.)

The HKIE believes that engineering degree programmes should have a minimum duration of three four years full‑time equivalent, of which a one‑year full‑time equivalent consists normally of about 26 weeks of classroom, laboratory, workshop and related activities. (Time allocated to assessment, field work and practical training fall outside these 26 weeks.)



Distance learning programme included

The criteria set out here provide broad guidance for a three four year full‑time equivalent programme. It is accepted that a longer programme than this will enable an academic institution to introduce subjects and activities which could contribute further to the education of an engineering undergraduate, but the onus is on the university to demonstrate that the programme contains at least the equivalent of the three four years which meets the HKIE's requirements. When technology based delivery of content is used the university must demonstrate the equivalence of this method with traditional delivery methods.

The criteria set out here provide broad guidance for a three four year full‑time equivalent programme. It is accepted that a longer programme than this will enable an academic institution to introduce subjects and activities which could contribute further to the education of an engineering undergraduate, but the onus is on the university to demonstrate that the programme contains at least the equivalent of the three four years which meets the HKIE's requirements. When technology based delivery of content is used the university must demonstrate the equivalence of this method with traditional delivery methods.

2.4 Duration (cond’t)2.4 Duration (cond’t)



The HKIE does not wish to impose uniformity on universities in relation to curricula and syllabuses, but encourages them to develop courses, making the best use of resources, responding to academic and technological change, and recognizing the needs of the students, community and profession. Nevertheless, the HKIE does require course content to be sufficient to enable undergraduates to acquire, within the duration of a programme, the basic knowledge, understanding and skills necessary to enable them to practise in an effective and professional manner as a graduate engineer. Course sequences in the curriculum must provide for breadth and depth appropriate to the discipline, and the University must demonstrate that prerequisites are followed.

The HKIE does not wish to impose uniformity on universities in relation to curricula and syllabuses, but encourages them to develop courses, making the best use of resources, responding to academic and technological change, and recognizing the needs of the students, community and profession. Nevertheless, the HKIE does require course content to be sufficient to enable undergraduates to acquire, within the duration of a programme, the basic knowledge, understanding and skills necessary to enable them to practise in an effective and professional manner as a graduate engineer. Course sequences in the curriculum must provide for breadth and depth appropriate to the discipline, and the University must demonstrate that prerequisites are followed.

2.6 Syllabus and Curriculum2.6 Syllabus and Curriculum



The HKIE accepts that over the whole range of the engineering disciplines it is not possible to state precisely the essential characteristics and content of courses and programmes. However, the Institution expects the curricula to prepare students in a broad range of for engineering degree programmes to have three main emphases, namely, engineering subjects, mathematics and complementary support subjects, appropriate to the degree discipline. The Institution considers that these would normally include (a) one year of mathematics and basic sciences, (b) at least two years of engineering topics, including engineering sciences and engineering design and, (c) complementary studies that support the professional nature of the curriculum. A description of each is given below to provide guidance, but is not considered to be all inclusive. The programme must ensure that its curriculum is consistent with the prescribed outcomes and objectives. The presence of each of the above elements in the curriculum is not sufficient evidence that the graduates have the outcomes that the programme desires. as follows:

The HKIE accepts that over the whole range of the engineering disciplines it is not possible to state precisely the essential characteristics and content of courses and programmes. However, the Institution expects the curricula to prepare students in a broad range of for engineering degree programmes to have three main emphases, namely, engineering subjects, mathematics and complementary support subjects, appropriate to the degree discipline. The Institution considers that these would normally include (a) one year of mathematics and basic sciences, (b) at least two years of engineering topics, including engineering sciences and engineering design and, (c) complementary studies that support the professional nature of the curriculum. A description of each is given below to provide guidance, but is not considered to be all inclusive. The programme must ensure that its curriculum is consistent with the prescribed outcomes and objectives. The presence of each of the above elements in the curriculum is not sufficient evidence that the graduates have the outcomes that the programme desires. as follows:

2.6 Syllabus and Curriculum (cond’t)2.6 Syllabus and Curriculum (cond’t)



The HKIE considers that the mathematics content of degrees should underpin the engineering subjects, and should emphasise mathematical concepts, and principles, numerical analyses and applications and their relationship to the modelling of engineering systems. It is accepted that these can be delivered as separate topics, however, the HKIE believes that it is also desirable for mathematics to be delivered within the context of its application in engineering situations and be within the engineering subjects of the programme.

The HKIE considers that the mathematics content of degrees should underpin the engineering subjects, and should emphasise mathematical concepts, and principles, numerical analyses and applications and their relationship to the modelling of engineering systems. It is accepted that these can be delivered as separate topics, however, the HKIE believes that it is also desirable for mathematics to be delivered within the context of its application in engineering situations and be within the engineering subjects of the programme.

2.6.1 Mathematics and Basic Sciences2.6.1 Mathematics and Basic Sciences



The HKIE believes that basic sciences are the foundation of engineering sciences and are indispensable part of an engineering programme. Basic sciences include physics, chemistry, biology and other science subjects that are relevant to a particular field of study.

The HKIE believes that basic sciences are the foundation of engineering sciences and are indispensable part of an engineering programme. Basic sciences include physics, chemistry, biology and other science subjects that are relevant to a particular field of study.

2.6.1 Mathematics and Basic Sciences2.6.1 Mathematics and Basic Sciences



a. Engineering Sciences Engineering sciences have their roots in mathematics, physics and other basic sciences, but carry knowledge further towards creative application. They may include such subjects as mechanics of solids, fluid mechanics, thermodynamics, electrical and electronic circuits, computer science, materials science, soil mechanics, aerodynamics, control systems, transport, and so on depending on the discipline.

a. Engineering Sciences Engineering sciences have their roots in mathematics, physics and other basic sciences, but carry knowledge further towards creative application. They may include such subjects as mechanics of solids, fluid mechanics, thermodynamics, electrical and electronic circuits, computer science, materials science, soil mechanics, aerodynamics, control systems, transport, and so on depending on the discipline.

2.6.2 Engineering Subjects2.6.2 Engineering Subjects



In an engineering degree programme, the HKIE expects a university to provide engineering courses for the appropriate discipline, and others which provide an appreciation of related disciplines, to support the educational objectives and outcomes desired.

In an engineering degree programme, the HKIE expects a university to provide engineering courses for the appropriate discipline, and others which provide an appreciation of related disciplines, to support the educational objectives and outcomes desired.

2.6.2 Engineering Subjects (cond’t)2.6.2 Engineering Subjects (cond’t)



An important factor in determining the standard of an engineering degree programme is the quality and commitment of the teaching staff. The programme must demonstrate that they have academic staff consistent with the delivering the educational objectives and outcomes desired. The qualifications and number of staff is a necessary, but not sufficient criteria in establishing the appropriateness of the teaching cadre.

An important factor in determining the standard of an engineering degree programme is the quality and commitment of the teaching staff. The programme must demonstrate that they have academic staff consistent with the delivering the educational objectives and outcomes desired. The qualifications and number of staff is a necessary, but not sufficient criteria in establishing the appropriateness of the teaching cadre.

2.7 Academic Staff2.7 Academic Staff



The quality of teaching and students' performance as measured by course work, laboratory work, design studies, projects, formal examinations and other forms of assessment Assessment of student performance should demonstrate the effectiveness of the learning process in achieving the programme outcomes.

The quality of teaching and students' performance as measured by course work, laboratory work, design studies, projects, formal examinations and other forms of assessment Assessment of student performance should demonstrate the effectiveness of the learning process in achieving the programme outcomes.

2.9 Assessment2.9 Assessment



The HKIE does not prescribe minimum qualifications for entry to engineering degree programmes, but it does expect that the selection criteria are consistent with the majority of students being able to complete the programme at the expected standard. While a broadening of subjects studied prior to a degree can be beneficial, for entry to engineering degree programmes, the HKIE considers it crucial that most students demonstrate competence in the subjects of Mathematics, Physics or Engineering Science at the Hong Kong A‑level Examination standards or equivalent.

The HKIE does not prescribe minimum qualifications for entry to engineering degree programmes, but it does expect that the selection criteria are consistent with the majority of students being able to complete the programme at the expected standard. While a broadening of subjects studied prior to a degree can be beneficial, for entry to engineering degree programmes, the HKIE considers it crucial that most students demonstrate competence in the subjects of Mathematics, Physics or Engineering Science at the Hong Kong A‑level Examination standards or equivalent.

2.10 Entry Levels2.10 Entry Levels


Redundant on outcome based approach


Engineering degree programmes should attract a high proportion of the most able students, but this should not preclude a university from selecting well‑motivated students with unusual qualifications, using careful and appropriate selection procedures.

Selection procedures which are not standard must be justified by the university. The programme must demonstrate that the selection procedures in place are consistent with the selection criteria and their expected outcomes.

Engineering degree programmes should attract a high proportion of the most able students, but this should not preclude a university from selecting well‑motivated students with unusual qualifications, using careful and appropriate selection procedures.

Selection procedures which are not standard must be justified by the university. The programme must demonstrate that the selection procedures in place are consistent with the selection criteria and their expected outcomes.

2.10 Entry Levels (cond’t)2.10 Entry Levels (cond’t)



Thank You !

review of accreditation criteria for engineering degree programmes by albert chow

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