Graduate Outcomes Specification. Engineering involves the application of mathematics, natural and physical sciences, and a substantive body of knowledge to the solution of complex problems within broad and often uncertain contexts. Engineering practice needs to be carried out responsibly and ethically, manage risks and be accountable for the entire life cycle of a solution and its effects. Engineering practice must consider economic, public health, safety, legal, social, environment and sustainability factors and engineering practitioners must have the skills and attributes to communicate and work in teams with professionals in wide ranging fields. Engineering practice skills and knowledge development is a lifelong process, and begins very much with a foundation education qualification. The fundamental purpose of this educational foundation is to build knowledge capabilities, attributes, skills and values which equip the graduate for entry to practice in the career category of engineering technologist. The second stage of formative development occurs as the new graduate works for a period of time, under supervision as a member of the engineering team, and develops the mature competencies for independent practice and registration as an engineering technologist. In parallel with continuing professional development, the foundation education qualification provides the required educational basis for independent practice and registration. The prime objective of an accreditation system is to evaluate the engineering technologist educational experiences and assessment processes being provided in the foundation engineering technologist education program, and to pass judgment on the appropriateness and quality of the graduate outcomes that are projected as a consequence of the engineering technologist educational experiences. Outcomes‐based accreditation criteria will address wide ranging factors that influence the standard of engineering technologist graduate outcomes, and these will include inputs and processes, as well as direct observation of certain outcomes. To facilitate such an evaluation it is critical that the engineering technologist education accreditation body is able to provide a benchmark statement of expected graduate outcomes in the particular career category. Such a statement will provide a key reference for both engineering technologist education developers as well as those involved in developing and implementing the accreditation criteria and processes. The benchmark statement o...
Graduate Outcomes Specification set by the education provider for each specific engineering education program and defining generic and discipline specific capabilities ‐ covering underpinning knowledge and skills, engineering application ability, technical competency, as well as personal and professional attributes, capabilities, skills and values – defined by engineering accreditation body as a generic expectation of graduate capabilities for engineering education programs within the economy ‐ providing a basis for the accreditation criteria and as a reference for the educational design task – defined by umbrella body such as the Washington Accords under the IEA – to ensure substantial equivalence of graduates across programs and across accreditation economies
Figure 1.1 Hierarchy of references for ensuring substantial equivalence of engineering graduate outcomes between engineering education programs, within and across accreditation economies.
Graduate Outcomes Specification set by the engineering technologist education provider for each specific engineering technologist education program and defining generic and discipline specific capabilities ‐ covering underpinning knowledge and skills, engineering application ability, technical competency, as well as personal and professional attributes, capabilities, skills and values – defined by engineering technologist accreditation body as a generic expectation of graduate capabilities for engineering technologist education programs within the economy ‐ providing a basis for the accreditation criteria and as a reference for the educational design task – defined by umbrella body such as the Sydney Accords under the IEA – to ensure substantial equivalence of engineering technologist graduates across programs and across accreditation economies
Figure 1.1 Hierarchy of references for ensuring substantial equivalence of graduate outcomes between engineering technologist education programs, within and across accreditation economies.
Graduate Outcomes Specification. Engineering involves the application of mathematics, natural and physical sciences, and a substantive body of knowledge to the solution of complex problems within broad and often uncertain contexts. Engineering practice needs to be carried out responsibly and ethically, manage risks and be accountable for the entire life cycle of a solution and its effects. Engineering practice must consider economic, public health, safety, legal, social, environment and sustainability factors and engineering practitioners must have the skills and attributes to communicate and work in teams with professionals in wide ranging fields.
