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ECUK Experience in Accreditation of Engineering Programmes

Professor Ian Freeston

University of Sheffield, UK

Higher Education Adviser, ECUK

IET Academic Accreditation Committee

ENAEE Label Committee

Director, Magstim Company

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Outline

• How accreditation of degree programmes is organised in UK.

• What the standards are.

• Typical accreditation procedure.

• Assessing Learning Outcomes.

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The Engineering Council UK (ECUK)

• Sets and maintains the Standard for qualifying as a professional engineer.

• Maintains register of qualified professional engineers.

• Maintains register of accredited engineering degree programmes.

• Licences professional engineering institutions to assess competence and accredit programmes.

• Supports international agreements.

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UK-SPEC

• The Standard is published as UK Standard for Professional Engineering Competence (UK-SPEC).

• UK-SPEC specifies competences for registration as a professional engineer.

• UK-SPEC specifies the Learning Outcomes of academic programmes to support the competences.

• UK-SPEC is the benchmark for engineering degrees published by Quality Assurance Agency (QAA).

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Qualifying as CEng

• Three types of professional engineer in UK but will focus on Chartered Engineer (CEng).

• Different routes, but education to level of Masters degree (or equivalent) is required.

• After graduation, two or more years of professional development in employment to acquire competences.

• Professional Review before CEng; review of career, referees’ reports, interview.

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Education for CEng

UK-SPEC identifies six Learning Outcomes:

• Underpinning science and mathematics

• Engineering analysis

• Design

• Economic, social and environmental context

• Engineering practice

• General learning outcomes

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Underpinning Science and Mathematics

• M1. Comprehensive understanding of the scientific principles of specialisation and related disciplines.

• M2. Awareness of developing technologies related to own specialisation.

• M3. Comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations.

• M4. Understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

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IET Procedure

• Document from School stating how standards are satisfied, plus supporting documentation.

• Panel of four assessors, at least one from industry.

• Panel visits School, and assesses evidence.

• Panel report sent to School for correction of factual errors, and for Action Plan (90 days).

• Accreditation Committee decides period of accreditation, maximum five years.

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Evidence assessed (1)

• Aims and objectives.

• Programme structure.

• Learning Outcomes.

• Methods of assessing student work.

• Industrial input into programme.

• Student admission, progress and destination.

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Evidence Assessed (2)

• Examination papers.

• Student project reports.

• Qualifications of academic and support staff.

• Research activity.

• Laboratory, computing and library facilities.

• Quality assurance procedures.

• Meetings with students.

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Grading the Evidence

The evidence is graded using a numerical scheme.

• 4 Acceptable

• 3 Satisfactory in most areas

• 2 Unsatisfactory in most areas

• 1 Unacceptable

Shortcomings and commendable features are noted.

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Learning Outcome Matrix (Part of)

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Evaluating the Matrix

• Criteria used by the School?

• Balance of totals in the five Learning Outcomes?

• What is rationale of the School for the distribution of totals?

• Are there any unusual features?

• If necessary, check a sample of rows and columns.

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Decision

1. Outcomes from last accreditation visit2. Teaching programme and Learning Outcomes3. Admission, progression, award, destination4. Major individual project5. Group projects6. Staffing7. Resources and facilities8. Quality assurance

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Conclusions

• Devolving accreditation from ECUK gives decisions to experts.

• Different methods promotes improvement.

• Matrix enables overview and testing of Learning Output claims.

• Context ensures Learning Outcomes are achievable by students entering the programme.