GLOBAL ACCREDITATION TRENDS
Russel C. Jones, Ph.D.,
P.E.
World Expertise LLC
RCJonesPE@aol.com
Abstract
Accreditation in engineering education is
a mechanism to certify degree programs as meetings a certain set of standards.
Around the world, globalization of the engineering profession has led to
increased interest in accreditation – as a way to improve program quality, and
as the building block upon which mutual recognition educational agreements and
cross-border practice treaties can be based. This paper describes trends in the
accreditation of engineering education around the world, cites international
educational equivalency agreements and international practice agreements being
built upon accreditation, and discusses issues and problems in engineering
education that may be addressed by enhanced and expanded accreditation systems.
Index Terms
accreditation, engineering education,
outcomes assessment, trends
Introduction
Webster’s
dictionary gives the following several definitions of the verb accredit:
1) to bring into credit or favor, 2) to authorize, give credentials to, 3) to
believe in, take as true, 4) to certify as meeting certain set standards, and 5)
to attribute, credit. The associated noun accreditation,
when applied to engineering education, has elements of all of those
definitions – but primarily indicates certification that an educational
program meets a certain set of standards agreed upon by an authorizing entity.
Globalization
has increased the tendency of engineering practice to be international in scope,
and thus has led to the need for the credentialing of graduate engineers who
want to practice in venues other than the one in which they were educated and
initially licensed. Accreditation of engineering education programs had evolved
as the primary basis upon which mutual recognition across national borders is
based – both for educational equivalency, and increasingly for practice
mobility.
Accreditation
is also increasingly seen as an appropriate means of enhancing the quality of
engineering education in countries where major changes in the education pattern
are occurring, and in developing countries where improvement in the quality of
engineering graduates is seen as a major way of building an indigenous
technological base upon which economic growth in the world marketplace can be
achieved.
Trends in engineering accreditation
A
quick examination of developments in engineering accreditation in several
countries around the world can illustrate various ways in which it is having
major impacts upon engineering education.
Outcomes assessment
Education
as a whole, particularly in developed countries, has in recent years focused on
outcomes assessment for quality assurance and evaluation of educational
programs. This trend has been driven both by educators and by publics interested
in quality education – parents, legislators, funding agencies, etc. In
engineering education, ABET has been a leader in moving to outcomes assessment
as the primary mechanism for accreditation of engineering programs, in its
‘Criteria 2000’. The following statement of outcomes from the ABET criteria
was developed with substantial input from employers of engineering graduates,
and other organizations concerned with quality assurance in engineering
education:
“Engineering
programs must demonstrate that their graduates have:
a)
an ability to apply knowledge of mathematics, science and engineering
b)
an ability to design and conduct experiments, as well as to analyze and
interpret data
c)
an ability to design a system, component, or process to meet desired needs
d)
an ability to function on multi-disciplinary teams
e)
an ability to identify, formulate, and solve engineering problems
f)
an understanding of professional and ethical responsibility
g)
an ability to communicate effectively
h) the
broad education necessary to understand the impact of engineering solutions in a
global and societal context
i)
a recognition of the need for, and an ability to engage in life-long learning
j)
a knowledge of contemporary issues
k)
an ability to use the techniques, skills, and modern engineering tools necessary
for engineering practice”
These
statements of desired outcome could serve in many engineering education venues.
International agreements
International
agreements on engineering education and practice have been developed in recent
years, based upon engineering accreditation. One such agreement, establishing
full reciprocity for engineering graduates between ABET in the US and the CEAB
in Canada, has been in place for several decades. It is based upon essentially
identical accreditation systems, and extensive reciprocal visits between them. A
much broader mutual recognition agreement, the Washington Accord, was developed
several years ago among several English speaking countries:
Educational
equivalency agreements can be the basis for cross-border practice agreements,
and the group of countries involved in the Washington Accord have set in motion
a parallel effort – the Engineers Mobility Forum – which is developing an
international register of engineers approach. In
Trends and issues in engineering education today
Accreditation
trends are typically responsive to trends and issues in engineering education
itself. Several current trends in engineering education can be identified as
follows:
·
Reform in engineering education
·
Outcomes assessment
·
Utilization of advanced
technologies in education
·
Mobility of students
·
Harmonization of higher education
patterns
·
Increased utilization of distance
education
·
Cross border agreements
·
Technical capacity building in
developing countries
·
Increased payment for education by
students
·
Inclusion of sustainable
development concepts
·
Electronic conferences for faculty
members
In
addition, several significant issues and problem areas that must be addressed by
engineering educators and practitioners can be identified:
·
Lockstep, intense engineering
curriculum
·
Status of the employed engineer
·
Pipeline issues (falling
enrollments, gender and race diversity)
·
B.S. as the first professional
degree, vs. M.S. requirement
·
International experience for
engineering students
·
Digital divide (within a country,
between countries)
·
Funding for higher education
·
Employer/industry involvement in
engineering education
·
Evaluation of distance education
courses
Several
of these issues and problems are of long standing, but continue to cry out for
resolution.
Conclusions
Accreditation
is an effective mechanism for effecting and assuring ongoing quality in
engineering programs within a given country. When the quality of engineering
programs in two or more countries has led to similar results in graduates,
accreditation programs can provide the basis for mutual recognition of graduates
across national borders. Mutual recognition of the quality of engineering
programs across national borders can lead to cross-border practice agreements,
enhancing the mobility of engineers in the global marketplace.
Acknowledgement
Russel
C. Jones is a private consultant, working through World Expertise LLC to offer
services in engineering education in the international arena. He previously
served as Executive Director of the National Society of Professional Engineers.
Prior to that, he had a long career in education: faculty member at MIT,
department chair in civil engineering at