Engineering accreditation objectives and their relationship to the quality assurance standards for engineering education programmes in Ireland
Loading...
Files
Accepted version
Date
2021-06-14
Authors
Kyne, Maria
Journal Title
Journal ISSN
Volume Title
Publisher
University College Cork
Published Version
Abstract
All programmes of study in Institutes of Technology in Ireland are subjected to internal programmatic review in five yearly cycles to ensure that the education programmes meet the quality assurance standards and are fit for purpose. In addition engineering and construction programmes undergo voluntary external accreditation by their respective professional bodies. Both processes differ in their focus and intent and the preparation required by the programme teams and managers. The two processes emphasise different aspects of engineering education. From the research literature, it has emerged that these assessment types are used worldwide, in varying ways and in regular cycles, for the quality assurance of engineering education programmes. Both the programmatic review and accreditation processes have evolved and diverged over time. Engineers Ireland has formally accredited all University and Institutes of Technology engineering programmes in Ireland since 1982. Engineering education programmes which satisfy the appropriate criteria laid down in the Engineers Ireland accreditation documents are deemed to meet the education standard required of individuals seeking one of the registered titles of Chartered Engineer, Associate Engineer and Engineering Technician. The Engineers Ireland accreditation process is consistent with international best practice and this is verified by their inclusion in international mutual recognition agreements. Significant consultation has taken place with the gatekeepers of these processes which includes the Registrars and Heads of Faculty in Higher Education Institutions, Quality and Qualifications Ireland (QQI) and the Registrar of Engineers Ireland. Incorporation of the programmatic review and accreditation processes into a single quality assurance process has long been an ambition of these gatekeepers. To achieve this ambition, it is imperative to determine whether it is possible to align the objectives of both processes. Twenty four triangulation documents were prepared comparing the QQI Engineering Award Standards, the QQI Professional Award Type Descriptors and the Engineers Ireland Accreditation Criteria. This allowed for comparison across the three engineering professional titles, their equivalent Irish National Framework of Qualifications levels for the three quality strands of knowledge, skill and competence and the five sub- strands of Mathematics and Sciences, Design and Development, Information Technology, Business Context and Engineering Practice. Even though there are differences in wording between the standards, there is over ninety percent alignment between all three sets of objectives in terms of their intent.
Description
Keywords
Engineering education objectives , Accreditation criteria , Award standards , Professional descriptors , Engineering education , Sustainability , Ireland
Citation
Kyne, M. (2021) ‘Engineering accreditation objectives and their relationship to the Quality Assurance Standards for Engineering Education Programmes in Ireland’, EESD2021: Proceedings of the 10th Engineering Education for Sustainable Development Conference, 'Building Flourishing Communities', University College Cork, Ireland, 14-16 June.