1 Lineup of ANECA and outcome criteria for degree programmes 30 th July, 2013 Categories and Outcomes according to A1 Framework Standards for the Accreditation of Engineering Programmes 1 : Knowledge and Understanding; Engineering Analysis; Engineering Design; Investigations; Engineering Practice; Transferable Skills. In order to show how ANECA s standards comply with each of the six learning outcomes above it is necessary to relate them to the accreditation procedures that ANECA currently uses and to those that will be used once ANECA is authorized to award the EURACE label. ENAEE standards compared to current accreditation through ACREDITA program In the case of degrees which qualify graduates for regulated occupations as is the case for engineering programmes the Ministry of Education and Science sets out through Ministerial Instructions the competencies that graduates should achieve at the time of graduating. During the accreditation process as applied currently by ANECA, the evaluation panel assesses whether the skills/competencies defined for the study programme under review match those established in the corresponding Ministerial Instructions. For a detailed presentation of what evaluation panels are required to do in this respect when evaluating a particular programme, please check ANECA s Assessment Template (Appendix E44.1, VERIFICA Assessment Template for the accreditation ex-ante ). ENAEE standards in ACREDITA PLUS accreditation procedure for engineering programmes Even though ANECA s current procedures already take into account the Learning Outcomes required by ENAEE, the current procedure does not explicitly refer to these Learning Outcomes in any particular section of the application package submitted by universities. ANECA has already taken steps aimed at addressing this in its ACREDITA PLUS programme for engineering studies in collaboration with IIE to award the label. In order to emphasise the compliance with the ENAEE Standards, the application form for engineering programmes will be re-structured and will include a full section where applicant universities will be asked to demonstrate to what extent their programme responds to the Learning Outcomes set by ENAEE. In this way, universities engineering programmes seeking the label on top of national accreditation will be formally assessed on the basis of ENAEE s standards, in the exact wording and in the format established by the Association. 1 Final version of 17/11/2005
2 - 2 - Knowledge and Understanding The underpinning knowledge and understanding of science, mathematics and engineering fundamentals are essential to satisfying the other programme outcomes. Graduates should demonstrate their knowledge and understanding of their engineering specialisation, and also of the wider context of engineering. Knowledge and understanding of the scientific and mathematical principles underlying their branch of engineering; A systematic understanding of the key aspects and concepts of their branch of engineering; Coherent knowledge of their branch of engineering including some at the forefront of the branch; Awareness of the wider multidisciplinary context of engineering. An in-depth knowledge and understanding of the principles of their branch of engineering; A critical awareness of the forefront of their branch.
3 - 3 - Engineering Analysis Graduates should be able to solve engineering problems consistent with their level of knowledge and understanding, and which may involve considerations from outside their field of specialisation. Analysis can include the identification of the problem, clarification of the specification, consideration of possible methods of solution, selection of the most appropriate method, and correct implementation. Graduates should be able to use a variety of methods, including mathematical analysis, computational modelling, or practical experiments, and should be able to recognise the importance of societal, health and safety, environmental and commercial constraints. The ability to apply their knowledge and understanding to identify, formulate and solve engineering problems using established methods; The ability to apply their knowledge and understanding to analyse engineering products, processes and methods; The ability to select and apply relevant analytic and modelling methods. The ability to solve problems that are unfamiliar, incompletely defined, and have competing specifications; The ability to formulate and solve problems in new and emerging areas of their specialisation; The ability to use their knowledge and understanding to conceptualise engineering models, systems and processes; The ability to apply innovative methods in problem solving.
4 - 4 - Engineering Design Graduates should be able to realise engineering designs consistent with their level of knowledge and understanding, working in cooperation with engineers and non-engineers. The designs may be of devices, processes, methods or artefacts, and the specifications could be wider than technical, including an awareness of societal, health and safety, environmental and commercial considerations. The ability to apply their knowledge and understanding to develop and realise designs to meet defined and specified requirements; An understanding of design methodologies, and an ability to use them. An ability to use their knowledge and understanding to design solutions to unfamiliar problems, possibly involving other disciplines; An ability to use creativity to develop new and original ideas and methods; An ability to use their engineering judgement to work with complexity, technical uncertainty and incomplete information.
5 Investigations Graduates should be able to use appropriate methods to pursue detailed investigations of technical issues consistent with their level of knowledge and understanding. Investigations may involve literature searches, the design and execution of experiments, the interpretation of data, and computer simulation. They may require that data bases, codes of practice and safety regulations are consulted. The ability to conduct searches of literature, and to use data bases and other sources of information; The ability to design and conduct appropriate experiments, interpret the data and draw conclusions; Workshop and laboratory skills. The ability to identify, locate and obtain required data; The ability to design and conduct analytic, modelling and experimental investigations; The ability to critically evaluate data and draw conclusions; The ability to investigate the application of new and emerging technologies in their branch of engineering.
6 - 6 - Engineering Practice Graduates should be able to apply their knowledge and understanding to developing practical skills for solving problems, conducting investigations, and designing engineering devices and processes. These skills may include the knowledge, use and limitations of materials, computer modelling, engineering processes, equipment, workshop practice, and technical literature and information sources. They should also recognise the wider, non-technical implications of engineering practice, ethical, environmental, commercial and industrial. The ability to select and use appropriate equipment, tools and methods; The ability to combine theory and practice to solve engineering problems; An understanding of applicable techniques and methods, and of their limitations; An awareness of the non-technical implications of engineering practice. The ability to integrate knowledge from different branches, and handle complexity; A comprehensive understanding of applicable techniques and methods, and of their limitations; A knowledge of the non-technical implications of engineering practice.
7 Transferable Skills The skills necessary for the practice of engineering, and which are applicable more widely, should be developed within the programme. First Cycle graduates should be able to: Function effectively as an individual and as a member of a team; Use diverse methods to communicate effectively with the engineering community and with society at large; Demonstrate awareness of the health, safety and legal issues and responsibilities of engineering practice, the impact of engineering solutions in a societal and environmental context, and commit to professional ethics, responsibilities and norms of engineering practice; Demonstrate an awareness of project management and business practices, such as risk and change management, and understand their limitations; Recognise the need for, and have the ability to engage in independent, life-long learning. Second Cycle graduates should be able to: Fulfil all the Transferable Skill requirements of a First Cycle graduate at the more demanding level of Second Cycle; Function effectively as leader of a team that may be composed of different disciplines and levels; Work and communicate effectively in national and international contexts.
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