Int. J. Qual. Assur. Eng. Technol. Educ.最新文献

{"title":"Improving Quality Assurance with CDIO Self-Evaluation: Experiences From a Nordic Project","authors":"J. Kontio, J. Roslöf, K. Edström, Sara Naumann, P. Hussmann, K. Schrey-Niemenmaa, Markku Karhu","doi":"10.4018/ijqaete.2012040106","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040106","url":null,"abstract":"The main goal of the Nordic project Quality Assurance in Higher Education was to develop and implement a self-evaluation model in the participating Higher Education Institutes (HEIs) to support their quality as- surance work and continuous curriculum development. Furthermore, the project aimed at strengthening the cooperation of HEIs in quality assurance (QA) and disseminating good practices of QA. The framework of development is based on the CDIO approach and the CDIO self-evaluation process. The main results are a detailed definition of the self-evaluation process, well-documented self-evaluations of the participating degree programmes, and the identification of the main development areas and actions in each participating degree programme. Furthermore, the project has increased the partners’ understanding of other partners and their challenges. Finally, quality assurance has been enhanced in each participating programme and new ideas and support for quality assurance work in other higher education institutes have been produced.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74361306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Architecting the CDIO Educational Framework Pursuant to Constructive Alignment Principles","authors":"Siegfried Rouvrais, Vanea Chiprianov","doi":"10.4018/ijqaete.2012040108","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040108","url":null,"abstract":"On the one hand, no one international model for quality assurance evaluation of higher education has emerged. On the other hand, as a reference model rather than a prescription, the CDIO initiative proposes a mature integrated framework for creation or continuous improvement of engineering programs. However, institutions developing and managing educational programs have to juggle the expectation of various accreditation and evaluation bodies, which may create consistency and interoperability problems. A need exists to unambiguously specify relations among quality assurance concepts to enable more transparent and comparable descriptions of quality frameworks for educational programs. Following constructive alignment principles, this article creates structural models using some of the CDIO Standards. In doing so it lays the foundations of an architectural meta-model for describing complex educational systems, which will contribute to consistency and interoperability among quality frameworks.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89678457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparison of the CDIO and EUR-ACE Quality Assurance Systems","authors":"J. Malmqvist","doi":"10.4018/ijqaete.2012040102","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040102","url":null,"abstract":"The CDIO approach intends to raise the quality of engineering education programs, world-wide. Thus, CDIO includes a number of quality assurance (QA) tools such as the CDIO Standards, Syllabus and self-evaluation model. CDIO programmes are also evaluated by external standards. Therefore, a CDIO programme needs a quality assurance system that fulfils external requirements and that is able to produce the necessary evidence and documentation with minimal additional effort above and beyond the CDIO QA components. Efficient execution of this task requires understanding the similarities and differences between the CDIO and external quality assurance systems, in this case, the European Accreditation of Engineering Programmes (EUR-ACE) system. This article compares and contrasts these two QA approaches, in particular the CDIO Syllabus and the EUR-ACE programme outcomes and the CDIO Standards and EUR-ACE accreditation criteria. Also considered are he pros and cons of a continuous improvement rating scale based system and a threshold-based accreditation model.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85188320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why Get Your Engineering Programme Accredited?","authors":"P. Goodhew","doi":"10.4018/ijqaete.2012040109","DOIUrl":"https://doi.org/10.4018/ijqaete.2012040109","url":null,"abstract":"In many countries engineering degree programmes can be submitted for\u0000accreditation by a professional body and/or graduate engineers can be certified\u0000or registered. Where this is available most academic institutions feel that\u0000they must offer accredited engineering programmes. I suggest that these\u0000processes are at best ineffective (they do not achieve their aims) and at worst\u0000they are destructive of creativity, innovation and confidence in the academic\u0000community. I wish to argue that such processes (including any internal\u0000certification within CDIO) should be abandoned completely. I will propose\u0000alternative ways of maintaining the quality of engineering design and\u0000manufacture, which place the responsibility where it properly lies – with the\u0000manufacturer or contractor.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89032969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Ranking of Science, Technology and Society (STS) Issues by Students and Physics Teachers in Secondary School, Yemen","authors":"M. Mai, L. Halim, Ruhizan Mohammed Yaseen, T. Meera","doi":"10.4018/ijqaete.2012010104","DOIUrl":"https://doi.org/10.4018/ijqaete.2012010104","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84275994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moving Beyond Traditions: Bachelor Thesis Redesign","authors":"A. Berglund","doi":"10.4018/ijqaete.2012010103","DOIUrl":"https://doi.org/10.4018/ijqaete.2012010103","url":null,"abstract":"Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1 ...","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91078506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering Education and Attitudes Toward Mathematics: A Comparative Study","authors":"H. Ker","doi":"10.4018/ijqaete.2012010105","DOIUrl":"https://doi.org/10.4018/ijqaete.2012010105","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81380888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leadership Development in Technology Education","authors":"M. Lahkim, A. Draganova","doi":"10.4018/ijqaete.2012010107","DOIUrl":"https://doi.org/10.4018/ijqaete.2012010107","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84008184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of \"Real World\" Project Skills for Engineering Students","authors":"A. Blicblau, David Richards","doi":"10.4018/ijqaete.2012010101","DOIUrl":"https://doi.org/10.4018/ijqaete.2012010101","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85623231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Community-Based Service Learning Experiences into Academic Credit in Engineering Curricula","authors":"M. Tharakan","doi":"10.4018/ijqaete.2012010106","DOIUrl":"https://doi.org/10.4018/ijqaete.2012010106","url":null,"abstract":"Service learning (SL) has been formally defined as engagement of students in course-based, credit bearing educational experiences where students participate in a service activity and are provided a framework within which to engage in guided reflection. In this paper, a pedagogical model is suggested to leverage volunteer service activities and projects into service learning requiring rigorous academic engagement with defined deliverables worthy of engineering academic credit. This requires students on the service project teams to register for an independent study course in the semester following the service activity. Students work with the faculty adviser and develop and execute independent projects configured to enhance the experiential learning acquired during the service. Two independent study projects are reported on, developed following an Engineers Without Borders-USA (Howard University Chapter – EWB-HU) site and project assessment visit to rural Kenya. All independent study projects were executed under close guidance and supervision of the faculty adviser who was the mentor on the assessment site visit to Kenya. These provide the necessary context for students to seriously reflect on and study their service activity and its impacts, leveraging the service activity into a true service learning experience. DOI: 10.4018/ijqaete.2012010106 78 International Journal of Quality Assurance in Engineering and Technology Education, 2(1), 77-85, January-March 2012 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. learning outcomes and engage students more deeply in the educational experiences, providing for independent thinking, self-development of resources and general enhancement of educational outcomes (Eyler & Giles, 1999, 2001). Needless to say, service learning is not a new approach to education but has roots in the cooperative education movement that was founded at the University of Cincinnati in 1903, as documented by the National Service Learning Clearinghouse (2011). Over the succeeding decades, various developments in the field of service learning occurred, including the establishment of the intellectual foundations of service learning with William James and John Dewey, with James going as far as to call for a mandatory national service scheme for all citizens (James, 1906). Various presidents through the years have developed some version of a service scheme, including the Roosevelt’s Civilian Conservation Corp (1933 – 1942), Kennedy’s Peace Corps (1961) and Johnson’s VISTA (Volunteers in Service to America) program in 1964. The 1970’s saw the creation of various Youth Corps service programs and Sigmon (1979) published the three principles of service learning that have since guided SL’s pedagogical development. First, those that are being served should be the ones that should control the services being provided. This is important – it is never alright f","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83537559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}