New trends in Engineering Education – a SEFI perspective Prof. Greet Langie – chair of the Task Force on Capacity Building - Moscow, 30/11/2017 www.sefi.be – francoise.come@sefi.be
S ociété E uropéenne pour la F ormation des I ngénieurs European Society for Engineering Education • Non governmental non-profit association • Established by 21 Rectors of Technical Universities in 1973 • European forum to its members Diversity of stakeholders: 48 countries 320 members 150 engineering education institutions 158500 academics 1000000 students • 2
Diversity of educational contexts in Europe 1. Research intensive universities <> teaching-oriented universities 2. Engineering dominant colleges <> comprehensive universities 3. Open-admission institutions <> highly selective institutions 4. Countries with no university fees <> with high university fees 5. Etc. • 3
Broad spectrum of educational methods Common goal = improve the processes and results of education • 4
Broad spectrum of educational methods Common goal = improve the processes and results of education Mission of SEFI Values of SEFI • • To support, promote and improve Engagement and responsibility European Higher Engineering • Respect for diversity and different cultures Education (EHEE) • Institutional inclusiveness • To enhance the status of both • Multi-disciplinarity and openness engineering education and • Transparency engineers in Society • Sustainability • Creativity and professionalism • 5
Broad spectrum of educational methods Common goal = improve the processes and results of education teacher-oriented student-centered education education • 6
Broad spectrum of educational methods 1. Traditional teaching methods (chalk & talk) 2. Project-assisted learning or mixed-mode (e.g. KU Leuven) 3. Project-based and problem-based learning (e.g. Aalborg University) 4. Design-based learning (e.g. Technische Universiteit Eindhoven) 5. CDIO concept (conceive – design – implement – operate) (e.g. Chalmers) 6. Etc. How can we inform prospective students? • 7
Rankings in higher education – diversity of stakeholders “Rankings are used by some governments in their higher education policy, by institution s looking for international partners and by prospective students searching for a place to study – due, often, to the lack of other widespread metrics .” (EAIE, april 2016) • 8
Rankings in higher education – our view What unites us is not the pursuit of rankings in higher education, but rather a search to improve and to share what we do in engineering education. The quality of engineering education is our first goal. • 9
Main goal of this Seminar = define a new generation of indicators and criteria that can be applied to rankings in the field of Engineering and Technology. These indicators should tell how well engineers are educated and trained to meet the needs of industry and other stakeholders in higher education • 10
Some recommendations for these new indicators 1. Diverse and inclusive Broad set of indicators that value different educational contexts and profiles 2. Institution-dependent Each institution should be able to select the indicators that fit their mission 3. Flexible Each stakeholder is interested in other indicators. Data should be readable in a flexible way (≈ Umultirank) 4. Focus on the improvement Some facts cannot be changed because of contexts. The focus should be on manageable facts AND on new trends. • 11
New trends Well-educated engineers • are accustomed to technological change since they will work in an unknowable future have 21 st century skills since they are the drivers for this accelerated change • (curiosity, openness, entrepreneurial mindset, interdisciplinarity, global awareness, .. ) • have I- or T-profiles, since industry needs different professional roles in this multidiverse society • 12
Engineering Education Research 1. Industry needs different professional roles in this multidiverse society some results of the EU knowledge alliance project PREFER 2. Diversity of the educational contexts some results of the EU strategic partnership project readySTEMgo • 13
Industry needs different professional roles (PREFER project) OPERATIONAL EXCELLENCE PRODUCT LEADERSHIP CUSTOMER INTIMACY BEST TOTAL COST BEST PRODUCT BEST SOLUTION Technological process optimization Technological innovation Customized technological solutions Incremental innovation of Radical innovative ideas , Tailored innovation Focus on customer satisfaction products and processes products or procedures Focus on increasing efficiency & Focus on new cutting edge reliability products › Cost, logistics & resource › High level of specialised › Individual customer needs efficiency knowledge analysis › Quality assurance: › Commercial exploitation › Client-centred customized › Sustainable maintenance › Market exploration solutions › Standardization & flow › Superior branding › Client acquisition & establishing optimization: process (re-)design › Fast development long-term client relations • 14
PREFER Erasmus+ Knowledge Alliance 575778-EPP-1-2016-1-BE-EPPKA2-KA http://preferproject.eu • 15
Diversity of the educational contexts (readySTEMgo project) https://iiw.kuleuven.be/english/readystemgo • 16
Diversity of the educational contexts (readySTEMgo project) “I had to study hard to obtain my A-levels in secondary school” 36% 40% Birmingham 35% 25% 24% 30% 25% 20% 11% 15% 3% 10% 5% 0% Not at all typical of Not typical of me Somewhat typical of Fairly typical of me Very typical of me me me “ I had to study hard for my obtained study results in secondary education ” 43% 50% 45% KU Leuven 40% 32% 35% 30% 25% 20% 12% 11% 15% 2% 10% 5% 0% • 17 Not at all typical of Not typical of me Somewhat typical of Fairly typical of me Very typical of me me me
More than 1/3 rd of the UniZa students enter university with a poor attitude: going to university & academic success does not seem to be very important to them Diversity of the educational contexts (readySTEMgo project) Attitude (Is going to university important for me?) 40% About 1/3 rd of BME students enter university 36% with an excellent attitude: going to university 35% plays an important role in their lives 31% 30% 26% 26% 25% 23% 22% 22% % S t u d e n t s 20% 18% 20% 18% 16% 15% 12% 12% 11% 8% 10% 5% 0% Very good attitude Good attitude Average attitude weak attitude Very weak attitude • 18 BME KUL UNIZA
High proportion of UniZa students have a very weak motivation: they have diffulties persisting when confronted with challenging tasks Diversity of the educational contexts (readySTEMgo project) Motivation 35% 31% 30% 27% 27% 26% 26% 25% 23% 25% 20% 18% 20% % S t u d e n t s 16% 16% 15% 15% 12% 11% 10% 5% 5% 0% Very good Good motivation Average motivation Weak motivation Very weak motivation motivation BME KUL UNIZA • 19
Diversity of the educational contexts (readySTEMgo project) Test strategies High proportion of BME students enter with excellent 45% test strategies: these students report that they don’t have problems preparing for tests. 39% 40% 35% 31% 30% 28% 30% 27% % S t u d e n t s 25% 22% 20% 19% 19% 20% 17% 12% 15% 12% 9% 9% 10% 6% 5% 0% Very good test Good test strategies Average test Weak test strategies Very weak test strategies strategies strategies BME KUL UNIZA • 20
Conclusion We live in a superdiverse, rapidly changing society It’s important to nourish the diversity in education It’s essential to develop flexible and inclusive indicators Each university should have the opportunity to focus on delivering on its mission Rankings should honor the universities that achieve their personal goals • 21
Thank you! SEFI www.sefi.be 39, rue Des Deux Eglises B-1000 Bruxelles Tel. + 32 2 5023606 office@sefi.be • 22
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