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Global Engineering Deans Council

World Engineering Education Forum

GEDC 2016, WEEF 2016: Engineering Education for a Smart Society pp 158–174Cite as

The Power of Self-evaluation Based Cross-Sparring in Developing the Quality of Engineering Programmes

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Part of the Advances in Intelligent Systems and Computing book series (AISC,volume 627)

Abstract

This paper discusses how the quality of engineering education can be improved in practice by using a process of sharing and critique. Starting with a self-evaluation followed by a cross-sparring with critical friends, this new approach has proven successful in initiating change. With a focus on quality enhancement as much as quality assurance, the engagement in and attractiveness of the engineering education are key considerations of the development activities that are inspired by the process. In the process programmes are paired with appropriate partners and, using the self-evaluation as a foundation, the cross-sparring enables each partner the best opportunities to learn from each other. The approach has been developed in an ERASMUS + project involving eight European universities and has been called QAEMP (Quality Assurance and Enhancement Market Place).

Keywords

  • Engineering programme development
  • Programme improvement
  • Self-evaluation
  • Cross-sparring
  • Quality enhancement
  • Quality assurance

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References

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Acknowledgments

This work has been funded with support from the European Commission in the context of the 2014–2016 Erasmus + QAEMP (Key Action2, cooperation, innovation and the exchange of good practices). This paper reflects only the views of the authors. The Commission is not responsible for any use that may be made of the information contained therein. More information on the QAEMP project can be found at www.cross-sparring.eu.

Author information

Authors and Affiliations

  1. Department of Electrical Engineering, Metropolia University of Applied Sciences, Helsinki, Finland

    Katriina Schrey-Niemenmaa

  2. School of Engineering and Applied Science, Aston University, Birmingham, UK

    Robin Clark

  3. School of Science and Engineering, Reykjavik University, Reykjavik, Iceland

    Ásrún Matthíasdóttir

  4. Faculty of Science and Technology, Umeå University, Umeå, Sweden

    Fredrik Georgsson

  5. Faculty of Business, ICT and Chemical Engineering, Turku University of Applied Sciences, Turku, Finland

    Juha Kontio

  6. Aarhus University School of Engineering, Aarhus, Denmark

    Jens Bennedsen

  7. IMT Atlantique, Télécom Bretagne School of Engineering, IRISA, Université Bretagne Loire, Brest, France

    Siegfried Rouvrais

  8. School of Mechanical and Aerospace Engineering, Queen’s University Belfast, Belfast, UK

    Paul Hermon

Authors
  1. Katriina Schrey-Niemenmaa
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  2. Robin Clark
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  3. Ásrún Matthíasdóttir
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  4. Fredrik Georgsson
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  5. Juha Kontio
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  6. Jens Bennedsen
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  7. Siegfried Rouvrais
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  8. Paul Hermon
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Corresponding author

Correspondence to Katriina Schrey-Niemenmaa .

Editor information

Editors and Affiliations

  1. Carinthia University of Applied Sciences, Villach, Austria

    Prof. Dr. Michael E. Auer

  2. Korea University of Technology and Education, Cheonan, Chungcheongnam-do, Korea (Republic of)

    Prof. Dr. Kwang-Sun Kim

Appendix A - The 28 Criteria in the Self-evaluation [11]

Appendix A - The 28 Criteria in the Self-evaluation [11]

Full descriptions and rubrics can be found in the Self-Evaluation Manual (www.cross-sparring.eu).

  1. (1)

    A holistic view of learning

  2. (2)

    Appropriate learning outcomes (developed from required competences)

  3. (3)

    An integrated curriculum

  4. (4)

    A sound subject foundation

  5. (5)

    Active learning approaches

  6. (6)

    Appropriate workspaces and equipment

  7. (7)

    Personal and interpersonal skills development

  8. (8)

    Faculty development (knowledge and teaching)

  9. (9)

    Learner assessment (type, level and amount)

  10. (10)

    Programme evaluation to promote continuous improvement

  11. (11)

    Links to employability are made throughout

  12. (12)

    Collaborative learning

  13. (13)

    Additional support for learning

  14. (14)

    Technology to engage students in learning

  15. (15)

    Feedback is timely, appropriate and formative

  16. (16)

    Research is used in teaching

  17. (17)

    Student participation in programme review and development

  18. (18)

    Wider stakeholder input to programme development

  19. (19)

    Student retention and progression is monitored

  20. (20)

    Work placements are promoted

  21. (21)

    Problem solving opportunities (links to the research process)

  22. (22)

    Design projects are integrated throughout the programme

  23. (23)

    Equality, diversity and equal opportunity considerations are part of the programme team thinking

  24. (24)

    Professional attributes and topical considerations are part of the programme

  25. (25)

    Evidence of educational scholarship by faculty

  26. (26)

    Effective communication with students

  27. (27)

    Different learning styles are taken account of

  28. (28)

    Teaching resources

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Schrey-Niemenmaa, K. et al. (2018). The Power of Self-evaluation Based Cross-Sparring in Developing the Quality of Engineering Programmes. In: Auer, M., Kim, KS. (eds) Engineering Education for a Smart Society. GEDC WEEF 2016 2016. Advances in Intelligent Systems and Computing, vol 627. Springer, Cham. https://doi.org/10.1007/978-3-319-60937-9_13

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  • DOI: https://doi.org/10.1007/978-3-319-60937-9_13

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