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| Format: | Recurso digital |
| Langue: | anglais |
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Zenodo
2018
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| Accès en ligne: | https://doi.org/10.5281/zenodo.14672663 |
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| _version_ | 1866901988756684800 |
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| author | Chuchalin, A. I. |
| author_facet | Chuchalin, A. I. |
| contents | One of the principle objectives for improving quality of engineering education (EE) of the three-cycle structure formed within the framework of the Bologna process, is to ensure EE compliance with the labor market demands and continuity of the relevant programmes. First, it concerns the definition of programme learning outcomes (LOs). It is necessary to bring them into line with the peculiarities of the division of labor in the engineering profession. Further, it is important to design programmes that ensure the achievement of intended LOs using appropriate content and technologies. The CDIO model developed at the turn of the 20th and 21st centuries allowed the modernization of the basic EE by establishing a consensus between theory and practice [1]. The CDIO model focuses BEng programme LOs on complex engineering activity of graduates at the following stages of the life cycle of products, processes and systems: "Conceive", "Design", "Implement" and "Operate". The CDIO approach has proved its effectiveness, and many universities around the world successfully applied the approach in practice (http://cdio.org/). The CDIO model has become also of great importance for the development of the theory of EE [2]. However, the practice of applying CDIO Standards to the design of MSc and PhD programmes aimed at preparing graduates for research and development of innovative products has shown the need for adaptation of the CDIO Standards to the specifics of research and innovative activities [3]. Thus, it became necessary to further develop the CDIO approach for the modernization of the three-cycle EE, taking into account the various graduate competencies required for successful research, innovative and complex engineering activities. To clarify the competencies which should be formed on the three cycles of EE, a thorough comparative analysis of the main documents defining international standards of EE was made, including the qualifications requirements: The Framework for Qualifications of the European Higher Education Area (http://ecahe.eu/w/index.php), FEANI Register (https://www.feani.org); criteria of engineering programme accreditation: EUR-ACE Framework Standards and Guidelines (http://www.enaee.eu), IEA Graduate Attributes and Professional Competences (http://www.ieagreements.org); basic principles of quality assessment of PhD programmes in European universities: Quality Assurance in Doctoral Education – results of the ARDE project (https://www.researchgate.net), as well as LOs of three levels of higher education (bachelor, master, doctor) at universities in Europe, the US and Russia. The lists of the core competences of graduates of engineering BEng, MSc and PhD programmes have been composed as a result of system analysis of the documents mentioned above and synthesis of the most relevant competences required for complex, innovative and research engineering activity, respectively. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14672663 |
| institution | Zenodo |
| language | eng |
| publishDate | 2018 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Three-cycle engineering education based on the CDIO-FCDI-FFCD triad Chuchalin, A. I. Three-cycle Engineering Education One of the principle objectives for improving quality of engineering education (EE) of the three-cycle structure formed within the framework of the Bologna process, is to ensure EE compliance with the labor market demands and continuity of the relevant programmes. First, it concerns the definition of programme learning outcomes (LOs). It is necessary to bring them into line with the peculiarities of the division of labor in the engineering profession. Further, it is important to design programmes that ensure the achievement of intended LOs using appropriate content and technologies. The CDIO model developed at the turn of the 20th and 21st centuries allowed the modernization of the basic EE by establishing a consensus between theory and practice [1]. The CDIO model focuses BEng programme LOs on complex engineering activity of graduates at the following stages of the life cycle of products, processes and systems: "Conceive", "Design", "Implement" and "Operate". The CDIO approach has proved its effectiveness, and many universities around the world successfully applied the approach in practice (http://cdio.org/). The CDIO model has become also of great importance for the development of the theory of EE [2]. However, the practice of applying CDIO Standards to the design of MSc and PhD programmes aimed at preparing graduates for research and development of innovative products has shown the need for adaptation of the CDIO Standards to the specifics of research and innovative activities [3]. Thus, it became necessary to further develop the CDIO approach for the modernization of the three-cycle EE, taking into account the various graduate competencies required for successful research, innovative and complex engineering activities. To clarify the competencies which should be formed on the three cycles of EE, a thorough comparative analysis of the main documents defining international standards of EE was made, including the qualifications requirements: The Framework for Qualifications of the European Higher Education Area (http://ecahe.eu/w/index.php), FEANI Register (https://www.feani.org); criteria of engineering programme accreditation: EUR-ACE Framework Standards and Guidelines (http://www.enaee.eu), IEA Graduate Attributes and Professional Competences (http://www.ieagreements.org); basic principles of quality assessment of PhD programmes in European universities: Quality Assurance in Doctoral Education – results of the ARDE project (https://www.researchgate.net), as well as LOs of three levels of higher education (bachelor, master, doctor) at universities in Europe, the US and Russia. The lists of the core competences of graduates of engineering BEng, MSc and PhD programmes have been composed as a result of system analysis of the documents mentioned above and synthesis of the most relevant competences required for complex, innovative and research engineering activity, respectively. |
| title | Three-cycle engineering education based on the CDIO-FCDI-FFCD triad |
| topic | Three-cycle Engineering Education |
| url | https://doi.org/10.5281/zenodo.14672663 |